Running Head: CURRENT REALITIES AND GAPSS 1

Current Reality and GAPSS for Marietta High School

Jessica Vaughn

Professional Learning & Technology Innovation

Kennesaw State University

Current Reality and GAPSS 2

Marietta High School is the only high school in the Marietta City Schools district. It

serves approximately 2000 students in grades nine through twelve with one hundred and fifty

members of the staff and faculty. Marietta High School has a diverse student population, and

offers many programs including International Baccalaureate Middle Years Program, and the

Diploma Program, Air Force Junior ROTC, multiple career and technical industry certified

pathways, and many extracurricular clubs, teams, and organizations. The school has

approximately 1000 ChromeBooks with the plan to continue to purchase more over the next few

years. Currently Marietta High School is not one to one in regards to computers.

In order to identify the current realities of technology and professional development of

Marietta High School, several interviews were conducted, and certain documents were review.

The School Improvement Plan for 2017 and the Marietta City Schools District Technology Plan

for 2015-2018 were used to get a current outline of the plans and recommendations for both the

district and the high school. The principal, Mr. Gabe Carmona, and assistant principal, Dr. Paula

McVicker, provided insight into how decisions are made in regards to professional learning.

They both felt integration of technology and also professional development for technology is an

area that needs to be improved for growth at Marietta High School.

Vision

The vision of Marietta City Schools is to be the school system of choice, and the mission

is to prepare each of our students, through academic achievement, for college, career, and life

success. As a public charter system, Marietta City Schools does allow families to have choices in

the educational environment for their children, especially at the elementary school level, where

each elementary school offers a different theme. In order to families to choose Marietta, it is

important that we offer the best quality education and show evidence of success in student
Current Reality and GAPSS 3

achievement and positive success after graduation. The mission discusses preparing students for

their future beyond high school. One important way to help students prepare for their future is to

provide ample opportunity to learn and use technology. The Marietta City Schools District

Technology Plan recognizes that information technology plays a vital role in our society and

that the ability to use and adapt to changing technology and to navigate an information-rich

world is critical to success in a global marketplace. It is the intent of Marietta City Schools to

provide all stakeholders with the technology tools needed to ensure students are college and

career ready (Marietta City Schools District Technology Plan, 2015). When speaking with the

Marietta High School Principal, Gabe Carmona, he expressed frustration in the current state of

technology at Marietta High School. He said the other schools in the system, grades kindergarten

through eighth grade were much better equipped with technology resources, and it is his desire

and plan to dramatically increase the available technology at Marietta High School (G.Carmona,

personal communication, February 18, 2017). An assistant principal, Dr. Paula McVicker, further

agreed with this plan for improvement stating that technology needs to be increased at Marietta

High School and the ultimate goal is to be a one to one ratio in technology (P.McVicker,

personal communication, Febrauary 14, 2017). These administrators also mentioned increased

use in specific softwares for teachers, students, and staff, mentioning such things as Naviance,

Its Learning, and Compass Learning. These are all resources we currently have access to, but the

implementation and use needs to increase. Mr. Carmona even explained a pilot program that has

recently started that assigns individual ChromeBooks to 4 students in each grade level (9-12)

with the intent to evaluate the pilot and expand to an entire grade level in the next few years

(G.Carmona, personal communication, February 18, 2017).

Needs Assessment
Current Reality and GAPSS 4

Currently, Marietta High School does not have a systematic way to identify needs for

professional development, especially technology related professional development. Mr. Carmona

explained that interest is gathered casually from department chairs, PLC chairs, instructional

coaches, and assistant principals. The principal considers costs associated with the requested

professional development while deciding what professional development is important and can

also be afforded. Marietta City Schools incorporates four days of professional development in

which all staff members are assigned to specific trainings and work sessions, with topics chosen

at the district level. The new incoming superintendent expressed a concern with this method,

claiming that the decisions for professional development should be more controlled by each

individual building principal. Mr. Carmona admitted that the decisions for professional

development could be better and felt hopeful that it will improve. Data will drive these decisions

in the future, and there will be an increase in money, and a more systematic way to identify the

needed areas of professional development (G.Carmona, personal communication, February 18,

2017). Marietta High School does not have a technology coach, but has recently named two new

enhanced roles for current teachers that assist with technology. These two teachers are charged

with sharing resources and assisting teachers in troubleshooting with technology resources in

their classrooms. These teachers have started implementing surveys to gather feedback on the

different technology resources. The technology teachers will use this information to give short

overviews at each monthly faculty meeting. While Marietta High School has a long way to go,

steps are being made in the right direction.

Professional Learning

Marietta High School uses multiple forms of professional learning, including book

studies, conferences, on site trainers, online workshops, collaborative meetings, redelivery of

Current Reality and GAPSS 5

workshops, and graduate school, among others. In regards to technology related professional

development, many sessions are informal and often optional. The decisions for professional

development are made by department chairs, instructional coaches, and administrators. Members

of the staff are usually charged with leading professional development and collaboration. The

budget has been tighter this year, and there has not been as much availably for teachers to attend

workshops, attend trainings, or bring in trainers. If funding is available for a teacher to attend an

outside workshop, they are typically responsible for redelivering the information to their PLC,

department, or even the full faculty. Recently, the two newly appointed teachers with enhanced

roles as technology facilitators, have lead weekly trainings on technology that we currently use,

such as Aspen, the student information system, and also free online resources, such as Kahoot.

They will continue with these types of professional development sessions in faculty meetings,

and also with optional after school sessions for interested teachers.

Alignment to School Improvement Goals

The School Improvement Plan outlines SMART goals pertaining to increasing student

achievement. The goals in the School Improvement Plan address increasing achievement in each

of the following subject areas: math, science, English language arts, social studies, and even

career and technical education. Other School Improvement goals focus on reducing discipline

and attendance problems. The current School Improvement Plan for Marietta High School has a

very limited section addressing professional development aligned to the School Improvement

goals. There are three professional learning strategies listed to support the SMART goals. The

strategies include: core curriculum writing and summer PLC collaboration for Milestone courses,

Georgia Council of Teachers of Mathematics annual conference, and the National Council of

Teachers of Mathematics Innov8 conference for algebra teachers and the math instructional
Current Reality and GAPSS 6

coach. The professional learning opportunities addressed in the school improvement plan are not

sufficient to address the goals stated in the School Improvement Plan. When discussing with the

principal, Mr. Carmona again stated that his personal goal is to increase the amount of

technology in the building and the appropriate use of technology in all classrooms. He feels that

utilizing technology appropriately will help increase student achievement (G.Carmona, personal

communication, February 18, 2017). Assistant principal, Dr. McVicker, agreed with the

principals opinions and said that Marietta High School needs to prioritize professional

development based on data and the school improvement goals (P.McVicker, personal

communication, February 14, 2017).

Funding and Incentives

Professional development funding comes from Title I, which is federal money, and Title

II funds. Mr. Carmona explained that there is no flexibility in the different budget lines, and he

has about $8000 to pay for professional development for the current school year. He pointed out

that this money pay for the cost of the course, training, or workshop, but it must also include any

travel expenses and substitute teachers. He explained that he tries to limit professional

development to $250 per teacher when he can, to maximize his budget in this area. He also stated

that he tries to utilize professional development opportunities that do not require travel and

substitute teachers, such as after school during faculty meetings. More teachers are involved, and

costs are minimized (G.Carmona, personal communication, February 18, 2017).

Incentives are given to teachers for some professional development in the forms of

monetary stipends, increased leadership roles, and even graduate school tuition reimbursement.

If teachers attend trainings during the summer, there is usually a $150 stipend. Each year

Marietta City Schools takes applications for teachers to earn tuition reimbursement for attending
Current Reality and GAPSS 7

and performing well in graduate programs. There are requirements for specific fields and

agreeing to work within the Marietta City School system for several years upon completion of

the degree. Mr. Carmona also explained that leadership positions and also annual evaluations are

non-monetary forms of incentives given to teachers who work toward improving their teaching

by taking part in professional development (G.Carmona, personal communication, February 18,

2017).

Diversity

The Marietta High School student population is extremely diverse. Many cultures and

races are represented in the school. There are also families from diverse socio-economic

backgrounds. One required training for all new employees is the Ruby Payne workshop based

on her book Framework for Understanding Poverty. Mr. Carmona explained that most

professional development offered at Marietta High School is all-inclusive, meaning it would

address the needs of all students. There are however some professional development

opportunities that focus on different groups, such as special education, English Language

Learners, gifted students, and others (G.Carmona, personal communication, February 18, 2017).

Collaboration

The School Improvement Plan includes goals and recommendations for each of the core

subject. Within each subject, PLCs and departments spend a lot of time collaborating. The

Marietta High School administration is very protective of common planning times for each

department. Every department has a common planning time for ninety minutes every other day.

In these common blocks, same subject teachers schedule weekly meetings. Administrators attend

PLC meetings when they are available. Each PLC is required to work together, using common
Current Reality and GAPSS 8

resources and common assessments. Every PLC is also required to complete a data review cycle

to show progress toward achieving mastery of standards. While involvement in PLCs is required

of common subject teachers, some PLCs work better together than others. The goals from the

School Improvement Plan are consistent with the goals of the PLCs, thus driving efforts in every

core subject toward the achievement of the School Improvement goals.

Evaluation

If professional development is done right, student achievement will increase

(G.Carmona, personal communication, February 18, 2017). Data should show improvements.

Administrators can evaluate pass/fail rates, End of Course Test results, common formative

assessment results, etc. and determine if teachers are utilizing technology and professional

development. In regards to evaluating specific Marietta professional development courses, the

district gives an evaluation form for rating and feedback on the quality of the course or

workshop. These are reviewed by staff at the central office to make changes to future

professional development courses.

Current Reality and GAPSS 9

GAPSS Review

PROFESSIONAL LEARNING
The means by which teachers, administrators, and other staff acquire, enhance, and refine the knowledge,
skills, practices, and dispositions necessary to create and support high levels of learning for all students

Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data

Level 4 Level 3 Level 2

Exemplary Operational Emerging

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.
Professional learning needs are Professional learning needs are Profession
identified through a collaborative identified using limited sources of identified
analysis process using a variety of data.
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).

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
There is not currently a formal way to use data to make decisions about professional development opportunities. PD is
the district level, and also decided upon by the principal in a much more informal way via instructional coaches, depar
teacher requests.

RECOMMENDATIONS:
With a limited budget for professional development, it is important for money to be spent wisely. Data needs to be use
most valuable professional development.

Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance indiv
performance

Level 4 Level 3 Level 2

Exemplary Operational Emerging

Administrators and staff, as a Administrators and staff routinely Administrators and staff routinely Administra
foundational practice, consistently collaborate to improve individual collaborate to improve individual collaborate
Current Reality and GAPSS 10

collaborate to support leadership and collective performance (e.g., and collective performance (e.g., and collect
and personal accountability and to construct knowledge, acquire construct knowledge, acquire construct k
enhance individual and collective skills, refine practice, provide skills, refine practice, provide skills, refin
performance (e.g., construct feedback). feedback). feedback).
knowledge, acquire skills, refine
practice, provide feedback).
Teachers conduct action research
and assume ownership of
professional learning processes.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Marietta High School has many exemplar professional learning communities (PLCs). Many same course teachers mee
cases even more often). Administration protects common planning time for all departments. This allows for teachers to
and share resources, given common assessments, and share instructional strategies.

RECOMMENDATIONS:
While many PLCs at MHS are strong, there are some that could improve. Administration visits PLC meetings frequen
encourage more collaboration in some groups.
It is also important to increase the use of instructional technology as the school acquires more technology. Collaborati
effectively increase technology use and engagement in classes is an important area for improvement.
Current Reality and GAPSS 11

Professional Learning Standard 3: Defines expectations for implementing professional learning

Level 4 Level 3 Level 2

Exemplary Operational Emerging

Administrators, teacher leaders, or Administrators, teacher leaders, or Administrators, teacher leaders, or Administra
both consistently define both regularly define expectations both occasionally define both rarely
expectations for the for the implementation of expectations for the expectation
implementation of professional professional learning. implementation of professional implement
learning, including details learning. learning.
regarding the stages of
implementation and how
monitoring will occur as
implementation progresses.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Marietta High School does not have a formal professional development plan. In past years, one did exist, but with cha
this year (new principal and four new assistant principals) the Professional Development Plan was never written for th

RECOMMENDATIONS:
Professional Development Plan should be written and implemented before funds are released to begin paying for prof
opportunities. There should be a direct line of communication and person responsible for gathering data on what types
offered.
Current Reality and GAPSS 12

Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of th

Level 4 Level 3 Level 2

Exemplary Operational Emerging

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.
Staff members actively participate Some staff members are engaged Staff memb
in professional learning, most of in professional learning that stand-alone
which is job-embedded, which makes use of more than one events that
includes multiple designs (e.g., learning design to address their mostly larg
collaborative lesson study, identified needs. designs.
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.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
There are multiple formats of professional development at Marietta High School, including collaborative group work,
conferences at other locations, trainers that come to the school, and even online PD opportunities. However, there is li
for feedback and follow up for any PD that takes place outside of the school system.

RECOMMENDATIONS:
Marietta High School should include in a Professional Development plan a method for following up after PD occurs. M
trainings, and then cant incorporate everything immediately, and it becomes a wasted experience and expense.
Current Reality and GAPSS 13

Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professio

Level 4 Level 3 Level 2

Exemplary Operational Emerging

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.
Adequate resources (e.g., Some resources and systems are Few, if any
substitute teachers, materials, allocated to support and sustain systems ar
handouts, tools, stipends, professional learning. and sustain
facilitators, technology) and
systems (e.g., conducive
schedules, adequate collaborative
time, model classrooms) are in
place to support and sustain
professional learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
The budget for professional learning has decreased over the last few years, with no signs of improvement in the near f

RECOMMENDATIONS:
Its important for Marietta High School to find ways to save money on the costs of professional development. It might
teachers attending professional development, but then they redeliver what they have learned to their colleagues.
Another recommendation would be to realign the budget for professional development and give more control to the bu
rather than the central office.
Current Reality and GAPSS 14

Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and stud

Level 4 Level 3 Level 2

Exemplary Operational Emerging

Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the Monitoring
impact of professional learning on impact of professional learning on impact of professional learning on impact of p
staff practices and increases in staff practices and student learning staff practices occurs sporadically. staff practi
student learning occurs occurs routinely. ever.
extensively. Evaluation results are
used to identify and implement
processes to extend student
learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
There is no formal monitoring or evaluation of professional learning. Participating in professional development and th
classroom, could increase evaluation ratings, but it is not established that way currently.

RECOMMENDATIONS:
Marietta High School should institute a strategic plan for evaluating the impact of professional learning. It will likely
depending on the type of professional development, but its important for making decisions about the effects of profes
and for making future decisions about effective professional learning.
Current Reality and GAPSS 15

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 Level 3 Level 2

Exemplary Operational Emerging

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-
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.
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
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.
Classroom practices of some Classroom
teachers reflect evidence of no evidence
understand
teachers training in
attitudes re
understanding the impact that
attitudes regarding race, disabilities,
disabilities, background, culture, high expect
high expectations, and social of both stud
class of both students and on the teach
process.
teachers have on the teaching
and learning process.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Marietta High School teachers have a broad stance on high standards. Many courses have lowered standards in order t
Some teachers do a great job promoting equity and high expectations for all students, while others do not teach to the

RECOMMENDATIONS:
Consistency and high expectations should be across the board for all courses at Marietta High School. Teacher observ
should note the level of expectation in all classes, and changes should be made if teachers dont give opportunities to a
Current Reality and GAPSS 16

References

G.Carmona, personal communication, February 18, 2017.

Payne, R. K., & Evans, C. A. (1995). A framework: understanding and working with students

and adults from poverty. Baytown, TX: RFT Pub.

Marietta High School - School wide Improvement Plan. (2017). Gabe Carmona.

Marietta City Schools District Technology Plan 2015-2018. (2015).

Current Reality and GAPSS 17

P.McVicker, personal communication, Febrauary 14, 2017.