Running head: CURRENT REALITY

Professional Learning Current Reality & GSAPS Review

Andrea Marchese
Kennesaw State University
Dr. Sherry Grove
Summer 2016

Professional Learning Current Reality

Vision
The vision for technology at Dacula Middle School is to effectively use instructional
technology to do the following things: to increase active student engagement, to frequently check
for understanding, and to provide immediate remediation and enrichment (on a daily basis) (J.
Lawrence, personal communication, June16, 2016). These expectations have been
communicated via the School Improvement Plan. Until now, a separate technology vision
statement did not exist. Administrators will be sharing this vision statement at a summer
leadership conference, and then with faculty and staff in the fall. The vision was written by the
School Improvement Team. What is meant by frequently is further described in the School
Improvement Plan. Teachers are to use formative assessments to check for student
understanding and inform instruction at 10-15 minute intervals. The School Improvement Plan
states that teachers will use available technology to collect and use this formative data, and it

CURRENT REALITY

provides some examples, such as All in Learning, student response systems, and student devices
(Dacula Middle School, 2015).
Needs Assessment
Professional development needs at Dacula Middle School are based on different sources
of data. One source of data is administrator observations/evaluations. Based on what
administrators observed two years ago, it was determined that the faculty had a school-wide need
for professional learning in formative assessment. The administrative team selected FIP
(Formative Instructional Practices) modules from the Georgia Department of Education that
would be completed in department meetings and included others that could be completed
individually. Sometimes, professional development needs are identified for individual teachers
based on observed areas for improvement on the GTES (Gwinnett Teacher Effectiveness System)
observations. Another source of data is a teacher self-assessment survey. In the 2016-2017
school year, professional development will be differentiated based on teacher proficiency levels
determined by this survey.
Professional Learning
The majority of professional learning at Dacula Middle School is job-embedded.
Primarily, professional learning is collaborative, taking place in department meetings. Wholestaff workshops are held. Book studies have been conducted with the entire staff and with small
groups. Individual coaching sessions are available with the eClass Support Specialist (similar to
an instructional technology coach). Teachers with identified areas that need improvement based
on the GTES observations have multiple mentoring sessions with their administrator.
Technology-related professional learning has been job-embedded, occurring in bi-weekly
training sessions with the LSTC (Local School Technology Coordinator). Trainings have been
provided on numerous topics. Recently, training has focused on eClass, Desire2Learn, and
assessments. In addition to learning about making assessments within D2L, teachers explored

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digital assessment tools like Kahoot, Quizizz, and Plickers. This year has also introduced peercoaching from in-school tech experts.
After professional learning is delivered, follow-up support is provided by the LSTC and
the eClass Support Specialist at department meetings. Individual support is available by
appointment. Administrators follow-up with observations and feedback. The assistant principal
identified this as an area that needs improvement.
Alignment to School Improvement Goals
Professional learning is based entirely on the LSPI. LSPI goals are generated by the
School Improvement Team, and staff needs are evaluated based on the goals. Professional
Learning has a focus for the year based on the LSPI. Last year, the focus was blended learning
and Problem-Based Learning, which will continue in the 2016-2017 school year. Specific digital
resources or instructional strategies studied all fall under the umbrella of helping to achieve the
LSPI goals.
Funding & Incentives
Dacula Middle School does not generally bring in outside resources. The school makes
use of in-house experts or district resources that can be provided at no additional cost. The
school was awarded a large grant by the county (for being in the top five middle schools). This
money will be used for technology purchases and professional learning. The school budget
includes a professional learning line item that is used to pay for substitute coverage for
professional development purposes.
The expectation of the staff at Dacula Middle School is that teachers will be intrinsically
motivated to want to continue to grow professionally. While the school does not offer incentives
to teachers to participate in professional learning, the fruits of professional learning should be
reflected in the results of the GTES observations/evaluations. The results of the GTES
evaluations will be tied to incentive pay beginning in the 2016-2017 school year. The county
does offer some stipends for certain professional learning experiences.
Diversity

CURRENT REALITY
4
Gwinnett County provides professional learning opportunities for teachers who work
with special needs or ELL students. These opportunities are offered every year. Some
professional learning is required for SPED teachers. Dacula Middle School has provided some
training for teachers working on the E-Team (those with the highest concentration of ELL
students). As the ELL population at Dacula Middle School has decreased, the school has lost
support personnel who could have offered in-house professional learning.
Collaboration
The department teams in which the majority of professional learning takes place are
organized by discipline. These collaborative teams are related to the LSPI because each
discipline has specific pieces of the LSPI for which they are responsible. Other collaborative
teams include the Tech Expert Team, the School Improvement Team, and various action teams.
The School Improvement Team delivers professional learning back to their content areas. Action
teams were formed this year to develop plans for innovative practice: Falcon Time (a break
providing students with activity choices after lunch), TLC (The Learning Centered, offered to
help students with credit recovery), and PBIS (Positive Behavioral Interventions and Supports).
Evaluation
Observations reveal whether or not teachers are implementing practices studied in
professional learning sessions. Student perception surveys are administered as part of the GTES
evaluation. These surveys ask students about evaluation standards regarding instructional
practices, differentiation, positive learning environment, and academically challenging
environment. Improvement in standardized test scores reflects implementation of best practice.
A more engaging classroom results in a decrease in discipline issues that occur in the classroom.
As part of the goal for technology use is to engage students, Dacula Middle School concludes
that its professional learning is successful since data reflects most discipline issues occurred
during transitions. Teachers take the Standards Assessment Inventory (SAI) survey delivered by

CURRENT REALITY
5
the county about professional learning, and data comes back to the school to inform future
decisions. The survey evaluates teacher perceptions of professional learning, for example, if
teachers feel they are in a collaborative community or if they feel that the professional
development they receive is relevant to their jobs.
GSAPS Review

Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data
Level 4
Exemplary
Professional learning needs are
identified and differentiated
through a collaborative analysis
process using a variety of data
(e.g., student achievement data,
examination of student work,
process data, teacher and leader
effectiveness data, action research
data, perception data from
students, staff, and families).
Ongoing support is provided
through differentiated professional
learning.

Level 3
Operational
Professional learning needs are
identified through a collaborative
analysis process using a variety of
data (e.g., student achievement
data, examination of student work,
process data, teacher and leader
effectiveness data, action research
data, perception data from
students, staff, and families).

Level 2
Emerging
Professional learning needs are
identified using limited sources of
data.

Profession
identified u

EVIDENCE: Professional Learning needs are based upon the schools LSPI goals. Individual teacher needs are identified
observation. Student perception data is reviewed to examine teacher implementation of GTES standards regarding instruct
differentiation, positive learning environment, and academically challenging environment. Results from SAI survey are giv
evaluating the professional learning plan.
Source: J. Lawrence, personal communication, June16, 2016
Dacula Middle School LSPI
GTES Standards

RECOMMENDATIONS: The candidate recommends the use of teacher feedback/survey to differentiate professional learn
technology needs. The LSTC has a plan in place to use a tech-topic self-assessment next year to help to provide targeted as
Perhaps this could include a skills assessment to evaluate proficiency with certain tools. The candidate does not have acces
tool. A goal of the administration is to increase the ongoing support provided by administrators, peers, and support speciali
mentors could offer support to teachers who need additional support as they attempt to implement professional learning. Pe
specialists could conduct observations, give feedback, co-teach lessons, or help analyze student work (Learning Forward Im
It would be valuable to revisit some instructional strategies that have not been addressed in the past few years for new teach

CURRENT REALITY
6

Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance indiv
performance
Level 4
Exemplary
Administrators and staff, as a
foundational practice, consistently
collaborate to support leadership
and personal accountability and to
enhance individual and collective
performance (e.g., construct
knowledge, acquire skills, refine
practice, provide feedback).
Teachers conduct action research
and assume ownership of
professional learning processes.

Level 3
Operational
Administrators and staff routinely
collaborate to improve individual
and collective performance (e.g.,
construct knowledge, acquire
skills, refine practice, provide
feedback).

Level 2
Emerging
Administrators and staff routinely
collaborate to improve individual
and collective performance (e.g.,
construct knowledge, acquire
skills, refine practice, provide
feedback).

Administra
collaborate
and collect
construct k
skills, refin
feedback).

EVIDENCE: The administration leads teachers through the process of identifying professional goals, designing an implem
executing the plan, collecting data, analyzing results, and reflecting on practice and feedback through the Results Based Ev
(RBES) each year.
Source: J. Lawrence, personal communication, June16, 2016

RECOMMENDATIONS: Action research is not performed by name at Dacula Middle School. Teachers participate in the
involves setting a goal, collecting data, and reflecting on practice. This RBES process engages teachers in using data to as
of the application of their new learning (Learning Forward Data, 2015). The candidate recommends that teachers specific
technology use as part of their RBES goal so that they can identify areas of need for professional learning and refine their p
students and teachers, technology exponentially increases possibilities for personalizing, differentiating, and deepening lea
Forward Learning Designs, 2015).

Professional Learning Standard 3: Defines expectations for implementing professional learning

Level 4
Exemplary
Administrators, teacher leaders, or
both consistently define
expectations for the
implementation of professional
learning, including details

Level 3
Operational
Administrators, teacher leaders, or
both regularly define expectations
for the implementation of
professional learning.

Level 2
Emerging
Administrators, teacher leaders, or
both occasionally define
expectations for the
implementation of professional
learning.

Administra
both rarely
expectation
implement
learning.

CURRENT REALITY
7
regarding the stages of
implementation and how
monitoring will occur as
implementation progresses.

EVIDENCE: The administration is very clear in their expectations of what the GTES standards should look like when they
and what they expect to see and how often/frequently. The LSPI reflect those expectations. Since professional learning is b
is how administration shows how the professional learning should be implemented in the classroom.
Source: J. Lawrence, personal communication, June16, 2016
Dacula Middle School LSPI
GTES Standards

RECOMMENDATIONS: The candidate believes that the administration needs to clarify the stages of implementation. If
strategy or technology tool is introduced, there is a need to define the process for moving from introduction to full impleme
detail the expectations for full implementation. Some teachers will need more time to reach the schools goals. The candid
the LSPI should be revised to include this plan, but it should be communicated to teachers when the GTES observations are
teachers meet with administrators at the beginning of the year to discuss their RBES goals for the year, the administrators c
that defines expected behaviors, acknowledges progress toward expectations, and provides guidance for achieving full imp
(Learning Forward Implementation, 2015). This feedback would help teachers identify their own timeline for using profes
the LSPI goals.

Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of th
Level 4
Exemplary
Staff members actively participate
in job-embedded professional
learning that engages
collaborative teams in a variety of
appropriate learning designs (e.g.,
collaborative lesson study,
analysis of student work, problem
solving sessions, curriculum
development, coursework, action
research, classroom observations,
online networks). Professional
learning includes extensive
follow-up with descriptive
feedback and coaching.

Level 3
Operational
Staff members actively participate
in professional learning, most of
which is job-embedded, which
includes multiple designs (e.g.,
collaborative lesson study,
analysis of student work,
problem-solving sessions,
curriculum development,
coursework, action research,
classroom observations, online
networks) to support their various
learning needs. Professional
learning includes follow-up with
feedback and coaching.

Level 2
Emerging
Some staff members are engaged
in professional learning that
makes use of more than one
learning design to address their
identified needs.

Staff memb
stand-alone
events that
mostly larg
designs.

EVIDENCE: The majority of professional learning at Dacula Middle School is job-embedded, taking place in discipline-b
teams. The teams participate in collaborative lesson study, analysis of student work and performance data, online coursewo

CURRENT REALITY
8

modules, county-wide online networks, etc. Follow-up is provided by the administrators, the department chairs, the LSTC,
Specialist.
Source: J. Lawrence, personal communication, June16, 2016
GaDOE Formative Instructional Practices

RECOMMENDATIONS: A goal of the administration is to increase the frequency and quality of professional learning foll
recommends the use of peer coaches in addition to the practices already in place. The eClass Support Specialist can coach
The school could also utilize staff members who have already been identified as technology leaders to support their peers.
learning, educator learning provides many opportunities for educators to practice new learning with ongoing assessment, fe
so the learning becomes fully integrated into routine behaviors (Learning Forward Learning Designs, 2015). The follow-u
and specialists can offer the ongoing assessment, feedback, and coaching needed to sustain change.

Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professio
Level 4
Exemplary
Extensive resources (e.g.,
substitute teachers, materials,
handouts, tools, stipends,
facilitators, technology) and
systems (e.g., conducive
schedules, adequate collaborative
time, model classrooms) are
allocated to support and sustain
effective professional learning.
Opportunities to practice skills,
receive follow-up, feedback, and
coaching are provided to support
the effectiveness of professional
learning.

Level 3
Operational
Adequate resources (e.g.,
substitute teachers, materials,
handouts, tools, stipends,
facilitators, technology) and
systems (e.g., conducive
schedules, adequate collaborative
time, model classrooms) are in
place to support and sustain
professional learning.

Level 2
Emerging
Some resources and systems are
allocated to support and sustain
professional learning.

Few, if any
are provide
sustain pro

EVIDENCE: The school budgets some funds for covering the cost of substitutes and other materials. For the most part, sc
to collaborative work. Stipends are sometimes provided by the county for professional development opportunities.
Source: J. Lawrence, personal communication, June16, 2016

RECOMMENDATIONS: Next year, the schedule has been adjusted to accommodate the needs of the Connections departm
collaborative professional learning during their weekly department meetings. The school was awarded a substantial grant w
spent on professional learning, allowing for outside resources/facilitators to be brought in. Because professional learning
educators' workdays increases the opportunity for all educators to receive individual, team, or school-based support within
promote continuous improvement (Learning Forward Resources, 2015), the candidate recommends that more funds be use
substitute coverage so that teachers may participate in more peer-observations and coaching sessions during the work day.

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9

Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and stud
Level 4
Exemplary
Monitoring and evaluating the
impact of professional learning on
staff practices and increases in
student learning occurs
extensively. Evaluation results are
used to identify and implement
processes to extend student
learning.

Level 3
Operational
Monitoring and evaluating the
impact of professional learning on
staff practices and student
learning occurs routinely.

Level 2
Emerging
Monitoring and evaluating the
impact of professional learning on
staff practices occurs sporadically.

Monitoring
impact of p
staff practi
ever.

EVIDENCE: Administrators perform a minimum of six observations per year, but typically more. These evaluation results
the level of implementation of professional learning in individual classrooms. Teachers and administrators also use student
an evaluation tool.
Source: J. Lawrence, personal communication, June16, 2016

RECOMMENDATIONS: Teacher and administrator reflection on the impact of professional practices/learning has become
implementation of the GTES evaluation. The standards guide observations and feedback. Teachers engage in analyzing da
classrooms regularly. At the school level, engaging teams of teacher leaders and administrators in analyzing and interp
them a more holistic view of the complexity of school improvement (Learning Forward Data, 2015). Therefore, the candi
investigating student performance data on specific strands on the Milestones to see if the professional development regardin
changes to the schools instructional model (literacy block LA/SS, PBL) is impacting student achievement. This could be a
School Improvement Team. These changes have been difficult for the staff, and evidence of ongoing increases in student
motivator for teachers during the inevitable setbacks that accompany complex change efforts (Learning Forward Data, 201

KSU ITEC Professional Learning Standard: Professional learning reinforces educators understanding and use of strateg
equity and high expectations for all students, application of research-based teaching strategies and assessment processes, an
families and other stakeholders in promoting student learning.
Level 4
Exemplary
Classroom practices (e.g.,
considering interests,
backgrounds, strengths, and
preferences to provide
meaningful, relevant lessons and
assess student progress,
differentiating instruction, and
nurturing student capacity for self-

Level 3
Operational
Classroom practices of most
teachers reflect skill in
communicating high expectations
for each student and adjusting
classroom activities to meet
student needs. Respect for
students cultures and life
experiences is evident through the

Level 2
Emerging
Classroom practices of some
teachers reflect evidence of
teachers training in understanding
the impact that attitudes regarding
race, disabilities, background,
culture, high expectations, and
social class of both students and
teachers have on the teaching and

Classroom
or no evide
training in
impact tha
race, disab
culture, hig
social class
teachers ha

CURRENT REALITY
10
management) of all teachers
reflect an emotionally and
physically safe environment
where respect and appreciation for
a diverse population is evident.
There are high achievement
expectations for all students and
teachers. The principal and other
leaders provide professional
learning for teachers lacking
understanding of the impact that
attitudes regarding race,
disabilities, background, culture,
high expectations, and social class
of both students and teachers have
on the teaching and learning
process.

emotionally and physically safe

learning environment where
students of diverse backgrounds
and experiences are taught the
school code of conduct (customs)
to help them be successful in the
school context.

learning process.

learning pr

EVIDENCE: Administrator observations and student perception surveys reveal that classroom practices reflect an emotion
environment where respect and appreciation for a diverse population is evident, but not with fidelity in every classroom. H
communicated through the LSPI and the GTES standards and are reflected in teacher practices.
Source: J. Lawrence, personal communication, June16, 2016
Dacula Middle School LSPI
GTES Standards

RECOMMENDATIONS: Whole-staff book studies have been conducted in the past (for example, Ruby Paynes A Framew
Poverty). A book study on cultural sensitivity may be useful for some staff members. The candidate recommends identifyi
need this professional learning and putting them in a learning community with a facilitator who could coach them in better
strategies for culturally responsive pedagogy. It may be useful to reach out to other stakeholders, such as students, parents,
and public officials, to participate in such a learning community to generate collective responsibility for growth and to tap i
parties (Learning Forward Learning Communities, 2015).

References
Dacula Middle School. (2015). Dacula Middle School Five Year Plan 2013-2017
Gwinnett County Public Schools. (2015). Teacher assessment on performance standards
reference sheet.
Retrieved from: https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/495f7066-64fa4bea-98d4-009f577878d4/Standards+and+Indicators.pdf?MOD=AJPERES
Learning Forward Corporation. (2015). Standards for professional learning: Data.
Retrieved from: https://learningforward.org/standards/data

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Learning Forward Corporation. (2015). Standards for professional learning: Implementation.
Retrieved from: https://learningforward.org/standards/implementation
Learning Forward Corporation. (2015). Standards for professional learning: Learning
Communities.
Retrieved from: https://learningforward.org/standards/learning-communities
Learning Forward Corporation. (2015). Standards for professional learning: Learning Designs.
Retrieved from: https://learningforward.org/standards/learning-designs
Learning Forward Corporation. (2015). Standards for professional learning: Resources.
Retrieved from: https://learningforward.org/standards/resources