Runninghead:ProfessionalLearningCurrentRealityandGASPS

ProfessionalLearningCurrentRealityandGASPS

DanielL.Warzon,Jr

PL&TechnologyInnovation

KennesawStateUniversity
Runninghead:ProfessionalLearningCurrentRealityandGASPS
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Overview

CollinsHillHighSchoolisintheheartofGwinnettCounty,Georgia.CollinsHillopened

itsdoorsin1994andsincethenhasexperiencedsomedramaticchanges.Thepopulationofthe

schoolhasfluctuatedovertheyearsandcurrentlyhassettledaround3,200students.Theschool

utilizesthetechnologysuchhassixlaptopcarts,fourchromebookcarts,oneIPadcart,four

computerlabsforcontentareas,andtwoothergeneralcomputerlabs.TheschoolalsohasaMac

labthatisutilizedbythefineartsdepartment.CollinsHillalsohasinitiatedabringyourown

device(BYOD)initiativethatallowsstudentstobringtheirpersonaldevicestoschooland

connecttotheschoolsWiFi.TheschoolutilizesDesiretoLearnlearningmanagementsystem

thatisknownattheschoolaseClass.AlongwitheClasstheschoolisaGoogleSchool.Each

studentandteacherattheschoolhasaGoogleAccountthatgivesthemaccesstoGoogleandall

theappsandtoolsithastooffer.CollinsHillalsocontainsaScience,Technology,Engineering,

andMath(STEM)academythatiscurrentlyinitssecondyear.Theschoolhasastaff

developmentplanandthe20162017editionisstillinthedraftphase.Thisplanoverviewsthe

staffdevelopactivitiesandhowtheyrelatetotheschool'sLocalSchoolPlanforImprovement

(LSPI)goals.Alongwiththestaffdevelopmentplantheschoolhasaschooltechnologyplanto

expandtheclassroombeyonditswalls.

Vision

CollinsHillsvisionfortechnologyintheclassroomalignswiththecountysvisionfor

technologyandtheschoolsprofessionaldevelopmentgoalsofenhancingteachingandlearning

tosupportstudentachievement,increasetheschoolsgraduationrate,andincreasetheschools

CollegeandCareerReadyPerformanceIndex.Atthecountylevel,thevisionisfortechnology
Runninghead:ProfessionalLearningCurrentRealityandGASPS
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toexpandtheclassroombeyondthewallsoftheclassroom.Schools,coaches,andteacherswill

dothisthroughcollaboration,makingtechnologyavailable,andprovidingappropriatetraining

forteacherstogivethemtheskillsandtoolsthattheyneed(GwinnettCountyPublicSchools,

2016).

CollinsHillsLocalSchoolTechnologyCoach(LSTC)alignstheschool'stechnology

visionwiththecountystechnologyvisionandwiththeschool'sprofessionaldevelopment

vision.Sheexplainedthegoalbeingnottochangealloftheteachersmethodsofteaching,butto

changealessonatatime.Thegoalisfortheteachersandstudentstoutilizeandusethe

technologymoreandmoreastheteachersandstudentsgetcomfortable.Theschoolwantsto

provideopportunitiesfortheteacherstolearnthesetoolsthroughmultipletrainingopportunities

likelunchandlearns,PLCgrouptraining,orevenoneononecoaching.

NeedsAssessment

Theprofessionalneedsareassessedinmultipleways.Thefirstwayisthroughteacher

input.Theschoolandthetechnologycoachespolltheteacherstogainunderstandingofwhatthe

teachersandstaffmemberswouldliketolearnmoreabout.Thesesurveysareanonymousand

allowtheteacherstobehonestandclearaboutwhattheyneedtolearnmoreabout.Theschool

alsousesstudentperceptionsurveys.Thishelpsgatherthestudentsinput.Theschoolalso

performsneedsassessmentsthroughobservations.Thecountyprovidesamatrixthatallowsa

schoolandteachertolookattheleveltheyareimplementingtechnology.Thisselfassessment

toolhasfourdifferentlevels:planning,committing,implementing,andtransforming(GCPS,

2014).AccordingtotheschoolsLSTCwearecurrentlyratedataleveltwoofcommitting.The
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schoolhassetupmanyformsofprofessionallearningopportunitiestomeettheneedsofthe

schoolandimprovetechnologyimplementationtomeetitsoverallgoals.

ProfessionalLearningandTechnologyTraining

TherearemultipleformsofprofessionallearningopportunitiesofferedatCollinsHill.

Themainprofessionallearningopportunitycomesthroughprofessionallearningcommunities.

Thesecommitteesareorganizedbysubjectareaandeachmeettwiceamonth.Throughthese

committeesteachersdiscussresultsbasedgoalsthattheyhaveandimplementaplantheywantto

achievethosegoals.Withinthesegroupsteacherscanreceivetechnologycoachingthatdirectly

relatestotheirsubjectarea.AlsoincludedinCollinsHillsprofessionaldevelopmentareGenius

Hoursmeetings.GeniusHourisaninitiativestartedbyGooglethatfocusesonareasthatinterest

employeesorteachers(CollinsHillHighSchool,2016).ThisopportunitystemsfromGoogle

allowingemployeestoexplorewhattheywanttoexploreduringlearningtimeatwork.The

GeniusHoursessionsincludedinthisyearsprofessionaldevelopmentwillbeAdvanced

Pinterestforeducators,BlogsforEducators,TwitterforEducators,GoogleAppsforEducators,

andSocialMediaResourcesforEducators.Allofthesesessionswillhelpteachershaveabetter

understandingofhowthesetechnologytoolscanhelpthemintheclassroom.Anothergroup

learningexperienceofferedisFIPtraining.FIPtopicswillbepresentedtoteachersthroughan

administrativebulletinandthenbecoveredindetailedatthemonthlyfacultymeetings.Formore

individualtrainingtheschoolofferseClassandothertechnologytrainingthroughourLSTC,

mediaspecialist,andoureClassspecialist.Thesespecialistwillmakeoneononevisitswith

teacherstohelpassesstheircurrentuseoftechnologyandhelpthemimprovetheiruseto

enhanceteachingandlearning.Aftermostoftheprofessionaldevelopmenttrainingopportunities
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feedbacksurveysaresentouttocollectdataontheimpact.FollowupismadethroughPLC

groupsandthroughtheLSTCspecialist.Theschooldoeslackinitiativetoincreasetheamountof

coachingthattakesplacewhetheritisexpertcoachingorpeercoaching.Lowmansresearchhas

foundthatcoachingcanbethroughanexpertorapeer,andtakesplaceinthepersonsnatural

environment,theirclassroom,notinaworkshop(2016.)

Alignment

Theprofessionallearningopportunitiesaredirectlytiedtothetheschoolimprovement

goals.Toshowhowthegoalsarealignedtothetrainingoffered,theschoolhasconstructeda

flowchartthatshowshowtheyareallconnected.Toimproveteachingandlearningtosupport

studentachievementtheschoolprovidesstaffdevelopmentthroughGeniusGroups,PLC,GTES

staffdevelopment(eClasstraining),andliteracytraining.Toimprovethegraduationratethe

schoolhasinstitutedHabitudesleadershiptraining,StudentleadershipPLC,studentmentor

training,andagraduationteam.Thisstrivestocreateschoolstudentleaderstoimpactthestudent

bodyandinreturnincreasethegraduationrate.InanefforttoincreasetheschoolsCCRPIscore

theschoolhasimplementedcSTEMPLC,GenerationiY,andtheServiceLearningAcademy.

ThecSTEMPLCcollaboratestoenhancetheSTEMprogramoftheschool.GenerationiYisa

studythatdigsintoourcurrentgeneration'scharacteristics,thedigitalworldtheyliveinandhow

topreparethemforthechallengestheywillface.Theservicelearningacademyfocuson

connectingstudentswilllocalbusinessesandnonprofits(CollinsHillHighSchool,2016).

FundingandIncentives

CollinsHillHighSchoolisequivalenttoaTitleIbasedonthenumberoffreeand

reducedlunchesitservesandbecauseofthisitreceivesadditionalfundsfromthestate.Other
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fundsareacquiredthroughtheschooldistrictorgrants.Theschoolhasreceivedmanygrantsto

fundthetechnologythatisavailablesuchasthechromecarts,aswellasgovernmentfundingfor

theSTEMprogram.

AfairamountoftheprofessionaldevelopmentismandatorysuchasthePLCgroupsand

theGTESstaffdevelopment.Inordertoencourageattendanceforothertrainingopportunities

theschooloffersprofessionallearningunits,prizes,gifts,andfood.Ascertifiedstaffmembers,

professionallearningunitsarerequiredtorenewtheircertificates.Theprofessionaldevelopment

opportunitiesthattakeplaceduringlunchusuallyprovidetheteacherswithfoodorsnacks.

Diversity

Minimalprofessionaldevelopmentisofferedforteachersthatworkwithstudentswith

specialneedsandstudentsthatcomefromculturallyandlinguisticallydiversebackgrounds.The

SpecialEducationandESOLdepartmentshavePLCgroupsinwhichteacherscollaborateon

bestlearningpractices.Theseteachersreceivemoreprofessionaldevelopmentfromthecounty

level.

Evaluation

Theeffectivenessoftheprofessionaldevelopmentplanismeasuredbymeetingthegoals

thataremet.Improvingstudentachievementisthefirstgoaloftheschool.Teachersareobserved

throughoutthesemesterinordertoensuretheyareusingbestteachingpractices.Theyalsomeet

withtheirPLCgroups,collaboratingonpracticesandcollectingdata.Thisdataisanalyzedatthe

PLClevelaswellasattheschoollevel.Theschoolwillalsomeasureitssuccessbyincrease

theirgraduationrateandCCRPIscore.Withasteadyriseinbothofthesescoreswewillseethe

professionaldevelopmentmakingpositiveimprovements.
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References

CollinsHillHighSchoolStaffDevelopmentPlan201617,2016.

GwinnettCountyPublicSchools.(2016).StrategicPriorities:InformationManagementand

Technology.Retrievedfrom:

https://publish.gwinnett.k12.ga.us/gcps/myhome/public/about/content/generalinfo/strate

gicpriorities/strategicprioritiesinfomgmttech

GwinnettCountyPublicSchools.(2014).MatrixofeClassImplementation

Lowman,J.J.(2016).Acomparisonofthreeprofessionaldevelopmentmechanismsfor

improvingthequalityofstandardsbasedIEPobjectives.CommunicationDisorders

Quarterly,37(4),211224.doi:10.1177/1525740115595338

M.West,personalCommunication,September,2016.

PROFESSIONALLEARNING
Themeansbywhichteachers,administrators,andotherstaffacquire,enhance,andrefinetheknowledge,skills,practices,and
dispositionsnecessarytocreateandsupporthighlevelsoflearningforallstudents

ProfessionalLearningStandard1:Alignsprofessionallearningwithneedsidentifiedthroughanalysisofavarietyofdata

Level4 Level3 Level2 Level1

Exemplary
Professionallearningneedsare
identifiedanddifferentiated
throughacollaborative
analysisprocessusingavariety
ofdata(e.g.,student
achievementdata,examination
ofstudentwork,processdata,
teacherandleader
effectivenessdata,action
researchdata,perceptiondata
fromstudents,staff,and
families).Ongoingsupportis
providedthroughdifferentiated
professionallearning.
Operational Emerging NotEvident
Professionallearningneedsare Professionallearningneedsare Professionallearningneedsare
identifiedthrougha identifiedusinglimitedsources identifiedusinglittleorno
collaborativeanalysisprocess ofdata. data.
usingavarietyofdata(e.g.,
studentachievementdata,
examinationofstudentwork,
processdata,teacherandleader
effectivenessdata,action
researchdata,perceptiondata
fromstudents,staff,and
families).

EVIDENCE:CollinsHillsprofessionallearningneedsareidentifiedthroughstudentdata,studentsurveys,andteachersurveys.The
needsarealsoassessedbylookingatstudentachievementdataandstudentwork.

RECOMMENDATIONS:CollinsHillHighSchoolcouldprovidemoresupporttoteachersthroughdifferentiatingprofessionallearning
andprovidingmorefollowupaftertheimplementation.

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ProfessionalLearningStandard2:Establishesacultureofcollaborationamongadministratorsandstafftoenhanceindividualand
collectiveperformance

Level4 Level3 Level2 Level1

Exemplary Operational Emerging NotEvident
Administratorsandstaff,asa Administratorsandstaff Administratorsandstaff Administratorsandstaff
foundationalpractice, routinelycollaborateto routinelycollaborateto routinelycollaborateto
consistentlycollaborateto improveindividualand improveindividualand improveindividualand
supportleadershipand collectiveperformance(e.g., collectiveperformance(e.g., collectiveperformance(e.g.,
personalaccountabilityandto constructknowledge,acquire constructknowledge,acquire constructknowledge,acquire
enhanceindividualand skills,refinepractice,provide skills,refinepractice,provide skills,refinepractice,provide
collectiveperformance(e.g., feedback). feedback). feedback).
constructknowledge,acquire
skills,refinepractice,provide
feedback).
Teachersconductaction
researchandassumeownership
ofprofessionallearning
processes.

EVIDENCE:CollinsHillhasbimonthlyPLCmeetingswhereadministratorsandstaffmembers.Thesemeetingsfostercollaborationto
improveteachingandlearningintheclassroom.

RECOMMENDATIONS:ToenhancethecultureofcollaborationCollinsHillcouldprovidefurtherfeedbackandgiveincentivesfor
teacherstoconductactionresearchandpresenttheirfindingstothestaff.

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ProfessionalLearningStandard3:Definesexpectationsforimplementingprofessionallearning

Level4 Level3 Level2 Level1

Exemplary
Administrators,teacher
leaders,orbothconsistently
defineexpectationsforthe
implementationofprofessional
learning,includingdetails
regardingthestagesof
implementationandhow
monitoringwilloccuras
implementationprogresses.
Operational Emerging NotEvident
Administrators,teacher Administrators,teacher Administrators,teacher
leaders,orbothregularly leaders,orbothoccasionally leaders,orbothrarely,ifever,
defineexpectationsforthe defineexpectationsforthe defineexpectationsforthe
implementationofprofessional implementationofprofessional implementationofprofessional
learning. learning. learning.

EVIDENCE:Expectationsarenotclearlydefinedforwhatisexpectedofimplementingtheprofessionallearning.Professional
developmentisofferedbutlacksimplementationandfollowup.

RECOMMENDATIONS:CollinsHillcouldprovidemoredefinedexpectationsofhowtheywanttheprofessionaldevelopmentandask
teachersandstafftoprovideevidenceofhowitisbeingimplemented.

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ProfessionalLearningStandard4:Usesmultipleprofessionallearningdesignstosupportthevariouslearningneedsofthestaff

Level4 Level3 Level2 Level1

Exemplary
Staffmembersactively
participateinjobembedded
professionallearningthat
engagescollaborativeteamsin
avarietyofappropriate
learningdesigns(e.g.,
collaborativelessonstudy,
analysisofstudentwork,
problemsolvingsessions,
curriculumdevelopment,
coursework,actionresearch,
classroomobservations,online
networks).Professional
learningincludesextensive
followupwithdescriptive
feedbackandcoaching.
Operational Emerging NotEvident
Staffmembersactively Somestaffmembersare Staffmembersreceivesingle,
participateinprofessional engagedinprofessional standaloneprofessional
learning,mostofwhichis learningthatmakesuseof learningeventsthatare
jobembedded,whichincludes morethanonelearningdesign informationalandmostly
multipledesigns(e.g., toaddresstheiridentified largegrouppresentation
collaborativelessonstudy, needs. designs.
analysisofstudentwork,
problemsolvingsessions,
curriculumdevelopment,
coursework,actionresearch,
classroomobservations,online
networks)tosupporttheir
variouslearningneeds.
Professionallearningincludes
followupwithfeedbackand
coaching.

EVIDENCE:CollinsHillhasmultipleprofessionallearningopportunitieslikePLCgroups,thatlookatcurriculumandstudent
achievement.ClassroomsobservationsareusedtoimprovequalityofteachingthroughtheGTESsystem.

RECOMMENDATIONS:CollinsHillcouldprovidemorefollowuptotheprofessionaldevelopmentofferedandmoreindividualized
coaching.

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ProfessionalLearningStandard5:Allocatesresourcesandestablishessystemstosupportandsustaineffectiveprofessionallearning

Level4 Level3 Level2 Level1

Exemplary
Extensiveresources(e.g.,
substituteteachers,materials,
handouts,tools,stipends,
facilitators,technology)and
systems(e.g.,conducive
schedules,adequate
collaborativetime,model
classrooms)areallocatedto
supportandsustaineffective
professionallearning.
Opportunitiestopracticeskills,
receivefollowup,feedback,
andcoachingareprovidedto
supporttheeffectivenessof
professionallearning.
Operational Emerging NotEvident
Adequateresources(e.g., Someresourcesandsystems Few,ifany,resourcesand
substituteteachers,materials, areallocatedtosupportand systemsareprovidedto
handouts,tools,stipends, sustainprofessionallearning. supportandsustain
facilitators,technology)and professionallearning.
systems(e.g.,conducive
schedules,adequate
collaborativetime,model
classrooms)areinplaceto
supportandsustain
professionallearning.

EVIDENCE:CollinsHillprovidessubstituteteacherstoallowteacherstoparticipateinapprovedprofessionallearningopportunities,
providesweeklyandmonthlytechtips,andprovidestoolsandtechnologyneededtoimplementtheprofessionallearning.

RECOMMENDATIONS:CollinsHillcouldprovidemoreresourcesandencouragementtoattendmorethantherequiredprofessional
development.Moreextensivefollowup,feedback,andindividualizedcoachingcouldbeprovided.

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ProfessionalLearningStandard6:Monitorsandevaluatestheimpactofprofessionallearningonstaffpracticesandstudent
learning

Level4 Level3 Level2 Level1

Exemplary Operational Emerging NotEvident
Monitoringandevaluatingthe Monitoringandevaluatingthe Monitoringandevaluatingthe Monitoringandevaluatingthe
impactofprofessionallearning impactofprofessionallearning impactofprofessionallearning impactofprofessionallearning
onstaffpracticesandincreases onstaffpracticesandstudent onstaffpracticesoccurs onstaffpracticesoccursrarely,
instudentlearningoccurs learningoccursroutinely. sporadically. ifever.
extensively.Evaluationresults
areusedtoidentifyand
implementprocessestoextend
studentlearning.

EVIDENCE:Staffmembersmonitortheimpactofprofessionallearningthroughgatheringstudentachievementdata,reflectingand
refining.Thisfluctuatesatdifferentlevelsbetweencontentarea.TeachersandPLCsarealsomonitoredandevaluatedby
administrators.

RECOMMENDATIONS:CollinsHillcouldincreasetheamountofcoachingandfollowupaftertheimplementationofprofessional
developmentornewskillsbeinglearned.AccordingtoLowman,coachingisacontinuousprocessofobservationandfeedbackandcan
bedonebyanexpertorapeer.(2016)

Lowman,J.J.(2016).Acomparisonofthreeprofessionaldevelopmentmechanismsfor

improvingthequalityofstandardsbasedIEPobjectives.CommunicationDisordersQuarterly,37(4),211224.

doi:10.1177/1525740115595338

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KSUITECProfessionalLearningStandard:Professionallearningreinforceseducatorsunderstandinganduseofstrategiesfor
promotingequityandhighexpectationsforallstudents,applicationofresearchbasedteachingstrategiesandassessmentprocesses,
andinvolvementoffamiliesandotherstakeholdersinpromotingstudentlearning.

Level4 Level3 Level2 Level1

Exemplary
Classroompractices(e.g.,
consideringinterests,backgrounds,
strengths,andpreferencesto
providemeaningful,relevant
lessonsandassessstudentprogress,
differentiatinginstruction,and
nurturingstudentcapacityfor
selfmanagement)ofallteachers
reflectanemotionallyand
physicallysafeenvironmentwhere
respectandappreciationfora
diversepopulationisevident.There
arehighachievementexpectations
forallstudentsandteachers.The
principalandotherleadersprovide
professionallearningforteachers
lackingunderstandingoftheimpact
thatattitudesregardingrace,
disabilities,background,culture,
highexpectations,andsocialclassof
bothstudentsandteachershaveon
theteachingandlearningprocess.
Operational
Classroompracticesofmost
teachersreflectskillin
communicatinghigh
expectationsforeachstudent
andadjustingclassroom
activitiestomeetstudent
needs.Respectforstudents
culturesandlifeexperiencesis
evidentthroughthe
emotionallyandphysicallysafe
learningenvironmentwhere
studentsofdiverse
backgroundsandexperiences
aretaughttheschoolcodeof
conduct(customs)tohelp
thembesuccessfulinthe
schoolcontext.
Emerging
Classroompracticesofsome
teachersreflectevidenceof
teacherstrainingin
understandingtheimpactthat
attitudesregardingrace,
disabilities,background,
culture,highexpectations,and culture,highexpectations,and
socialclassofbothstudents
andteachershaveonthe
teachingandlearningprocess.
NotEvident
Classroompracticesreflect
littleornoevidenceof
teacherstrainingin
understandingtheimpactthat
attitudesregardingrace,
disabilities,background,
socialclassofbothstudents
andteachershaveonthe
teachingandlearningprocess.

EVIDENCE:CollinsHillhascreatedaculturetothroughprofessionalandstudentdevelopmentlikeHabitudestraining,Service
Learningacademy,andstudentmentortraining.Theseprogramswillenhancetheschoolclimatetocreateapositivelearning
environmentandinreturnincreasethegraduationrate.Theschoolconductsschoolclimatesurveysthataregiventothestaff
members,students,andparentstogatherdataonwheretheschoolclimatecanbeimproved.

RECOMMENDATIONS:Theschoolcouldoffermorestafftrainingtoimprovetheschoolclimate.Theschoolprovidesthoroughtraining
andmentorshipfornewteachers,butcouldprovidemoreforalloftheotherteachers.

Version:Spring2016