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Professional Learning Current Reality and GAPSS

Christy Jacobs

PL & Technology Innovation

Kennesaw State University

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Vision

The current vision for the direction of technology in the teaching and learning processes

at Fitzgerald High School in Fitzgerald, GA is to employ students to become better digital

citizens, specifically in terms of appropriate use. The school improvement plan notes Fitzgerald

High School will improve teaching and learning practices to use technology to improve

instructional practices and student participation (pg. 3). Dawn Clements, principal, notes that

the ultimate vision, for technology use at the high school, is for teachers to manage their own

platform for students to have real time information access. This could be applicable through an

online, blended, or flipped classroom environment where teachers would provide instant

feedback online. Principal Clements notes, Blended learning seems to be the most effective

form of teaching with technology, however the flipped classroom is ideal as the teacher is

present in this environment. For this vision to be applicable, teachers would need more

information to help them begin the procedures and steps towards implementation and students

need to become aware of how to promote positive digital citizenship with increased digital

activity on school campus and during school hours.

Needs Assessment

The current state for determining need is based on individual teacher observation and

professional learning (see Observation Form Appendix A). Due to our school system hiring a

new superintendent and our high school hiring a new principal, assistant principal, and two

additional instructional coaches, the administration felt that the best fit for determining need was

on an individual basis. This mindset allowed for the new leaders to create relationships with

each teacher and determine the interworkings of each class in our school. The instructional

coaches perform individual observations and collect data on effective integration and teaching
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practices. Based off their collected data, the ICs (instructional coaches) individualize

professional learning to small groups or individual teachers to meet their needs. The current

state of professional learning, however, is changing from individual classroom observations

towards creating and implementing professional learning communities (PLCs) at the request of

the superintendent.

Professional Learning

Professional learning in Ben Hill County and at Fitzgerald High School is turning from

the traditional lecture style setup during weekly required professional learning into professional

learning communities based off Richard DuFours book Learning by Doing. At Fitzgerald High

School, a professional learning community (PLC) is a group of teachers or other personnel who

work together for a common goal to support each other, challenge each other, and help each

other carry the workload to ensure that every student learns. In support of the PLC movement,

vertical alignments are taking place in grades 6-12 as the three instructional coaches in place

(special education, math/science, and English language arts/social studies), serve both Ben Hill

Middle School and Fitzgerald High School. The instructional coaches are taking on the role of

coaching and facilitating strategies in the classroom that they inquire from the RESA district and

site visits where professional learning communities are already in place. Information is being

brought back and redelivered from site visits and conferences. The common characteristics of a

PLC which we have adopted to implement at Fitzgerald High School include:

1. A focus on learning.

2. A collaborative culture established with a focus on learning for all.

3. All members of the PLC collaboratively studying best practices and having knowledge

of the current reality.

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4. Action following planning.

5. All members of the PLC being committed to continuous improvement.

6. All members of the PLC are active in making decisions based on results and data and

not that of intentions.

As we are in the beginning stages of this transition, there are several questions that were

designated to drive PLC meetings and non-negotiables that must be met.

Questions to drive a PLC:

1. What do we want students to learn?

2. How will we know if they have learned?

3. What will we do if they do not learn?

4. What will we do if they do learn?

Non-Negotiables:

1. All like content areas will meet as PLCs each week for the length of the planning

period.

2. During the collaborative meeting, the questions of the PLC will be answered regarding

the current standards being taught.

3. Every person will participate in the discussions and the work of the PLC.

4. A PLC notebook will be kept with minutes, data from assessments for both original

assessment and retakes.

5. Evidence of data analysis and response will accompany the data.

With the new movement towards PLCs and the many new district and school leadership

changes, there has not been a push towards technology-related professional learning. We do

have a district technology-coordinator; however, she has not scheduled any technology related
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training with the high school during the 2016-2017 school year. There were sporadic, volunteer

trainings throughout the summer concerning the use of new Activ-panel boards that were

replacing Promethean and training for Microsoft 365 however, this was led by an outsourced

company that our district hires and not our technology coordinator herself. While there are many

technology professional learning possibilities that could and need to take place, this is not seen as

a priority right now for our school or district.

After professional learning, has been offered, instructional coaches are making

individual, classroom observations to determine whether the strategies are being implemented

and if it is effective. After observations, have taken place, the instructional coaches meet with

each teacher and give feedback. This process is repeated over and over if a teacher is identified

as not effectively implementing the practices initiated in professional learning. It is important to

note that the observations that take place are not scheduled for the instructional coaches to

determine the heart of what is taking place in the classroom.

Alignment

Professional learning is directly aligned with the success of teaching and learning

practices that take place at Fitzgerald High School. As designated in the school improvement

plan, the instructional framework, literacy, and best practices are implemented to improve and

impact student learning. The alignment takes place through common language, use of standards

based classroom practices, the use of depth of knowledge indicated by the standard, the use of

self-evaluation, peer evaluation, and peer tutoring, giving timely feedback to students, providing

students with independent work, and using technology in instruction.

Funding & Incentives

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Fitzgerald High School receives designated funds for Title 2A that are used district wide

for professional learning opportunities. Title pays for substitutes to come in for vertical

alignments and conferences. Oftentimes, the instructional coaches and administration will attend

the conferences and then redeliver. The overall money allocated from the state for Title 2A to

spend on professional learning opportunities for the district of Ben Hill County totals

$218,156.00 for fiscal year 2016. There are no incentives in place for teachers to participate

professional learning and improvement upon their practice. Professional learning is mandated by

the school and each staff member must have their own professional learning goals. All agendas

in professional learning must be aligned to individual and school goals as a part of recertification

for teachers.

Diversity

Professional learning opportunities are not separate for teachers who teach students with

special needs and those who come from culturally and linguistically diverse backgrounds. All

staff members were put into professional learning communities that are not specific to special

needs nor culturally and linguistically diverse backgrounds. Vertical alignments take place in

both the math and English language arts departments and all co-teachers, that meet the needs of

special education students, attend all meetings. There are separate meetings to teach co-teaching

strategies and modeling effective co-teaching strategies (Observation Form Two Sped Appendix

B) so that co-teachers can provide their students with the maximum amount of support in a

regular education classroom.

Collaboration

Teachers participate in collaborative meetings at various times depending on their content

and the various preps for which they are planning. Content and grade level meetings, in which
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collaboration takes place, occur every week however, these meetings are not considered as

professional learning. PLCs on the other hand, which also meet weekly, are documented in a

notebook which provides an agenda, meeting notes, and a sign in sheet. During each PLC,

teachers assess current data. The data must be based off common assessments within each

department, end of quarter assessments (EOQs) or GA milestones. The notebooks from these

collaborative meetings are then reviewed by an instructional coach to ensure that maximum

collaborative efforts are taking place in all departments and that every staff member is being an

effective collaborator for the success of the department and the students at Fitzgerald High

School.

Evaluation

Classroom evaluations are completed from a given rubric that both the administration and

the teachers have access to prior to the occurrence (See Observation Two, Appendix C).

Evaluations which determine professional growth focus on the implementation of best

instructional practices. This focus, for means of evaluation, is based on the teacher rather than

student work. Artifacts which coincide with teaching practices that are also detailed in the

school improvement plan include: lesson plans (standards based classroom practices),

collaborative planning forms, professional learning agendas and sign in sheets, vertical planning

agendas and sign in sheets and leadership team meeting minutes. Evaluation efforts for the

means of professional learning are completed by the instructional coaches to help teachers

progress in their teaching and practices so they will be prepared for administrative review that is

documented within the Teacher Keys Effectiveness System (TYKES).

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References

C. Jacobs, personal communication, February, 2017

Fitzgerald High School Improvement Plan, June 2016

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Appendix A
Observation Form
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Appendix B
Observation Form Two Sped
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Appendix C
Observation Form Two
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Appendix D
Introduction to Professional Learning Communities, Fitzgerald High School
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Appendix E
PLC Collaboration Minutes
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Appendix F
Fitzgerald High School PLC Assessment 1
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Appendix G
Special Education Focus
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Georgia Assessment of Performance Standards (GAPSS)

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 Level 1

Exemplary Operational Emerging Not Evident

Professional learning Professional learning Professional learning Professional learning

needs are identified needs are identified needs are identified needs are identified
and differentiated through a using limited sources using little or no
through a collaborative analysis of data. data.
collaborative analysis process using a
process using a variety of data (e.g.,
variety of data (e.g., student achievement
student achievement data, examination of
data, examination of student work, process
student work, process data, teacher and
data, teacher and leader effectiveness
leader effectiveness data, action research
data, action research data, perception data
data, perception data from students, staff,
from students, staff, and families).
and families).
Ongoing support is
provided through
differentiated
professional learning.

EVIDENCE: Due to the beginning stages of implementing professional learning

communities, there is no current data from Fitzgerald High School to identify professional
learning needs. While there is no data present, there is evidence of the purpose of professional
learning communities and the needs it intends to meet for students which include: what do we
want students to learn, how will we know if they have learned, what will we do if they do not
learn, and what we will do if they do learn (See Introduction to Professional Learning
Communities, Fitzgerald High School, Appendix D).
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RECOMMENDATIONS: For data to be reviewed for professional learning needs to be

identified, teachers must first create common assessments. Currently, teachers are using tests
which have been given to the department and they are not reflective of the current teaching
and requirements for student learning taking place. Before data can be measured, it must first
be able to be compared. For comparable data, the departments must take time to create
common assessments that align to current standards and teaching practices.
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Professional Learning Standard 2: Establishes a culture of collaboration among

administrators and staff to enhance individual and collective performance

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Administrators and Administrators and Administrators and Administrators and

staff, as a staff routinely staff routinely staff routinely
foundational practice, collaborate to collaborate to collaborate to
consistently improve individual improve individual improve individual
collaborate to support and collective and collective and collective
leadership and performance (e.g., performance (e.g., performance (e.g.,
personal construct knowledge, construct knowledge, construct knowledge,
accountability and to acquire skills, refine acquire skills, refine acquire skills, refine
enhance individual practice, provide practice, provide practice, provide
and collective feedback). feedback). feedback).
performance (e.g.,
construct knowledge,
acquire skills, refine
practice, provide
feedback).
Teachers conduct
action research and
assume ownership of
professional learning
processes.

EVIDENCE: Professional learning communities were introduced in mid-January of 2017 and

professional learning takes place each week to help staff construct the knowledge and skills
necessary, to introduce and refine the practice, and to provide feedback concerning how
professional learning communities will be rolled out into practice. See PLC Collaboration
Minutes (Appendix E) regarding direct instruction to help teachers grasp the concept of
professional learning communities at Fitzgerald High School.

RECOMMENDATIONS: While the instructional coaches are the backbone behind the
implementation of the new PLCs, the administrative team is not able to attend nor know of
the work taking place in each department within the school. The departments could assemble
digital notebooks of their meetings and data within Microsoft 365 so that all administrators are
aware of the collaborative efforts and the interworkings of each departments PLC.
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Professional Learning Standard 3: Defines expectations for implementing professional

learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Administrators, Administrators, Administrators, Administrators,

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

EVIDENCE: An assessment was given to all teachers to determine the strength of each PLC
indicator, the next steps, and a plan for implementation and evidence (See Fitzgerald High
School PLC Assessment 1, Appendix F) In correlation with the assessment, the instructional
coaches demonstrated all parts of an effective PLC meeting by role playing for the staff.

RECOMMENDATIONS: Continue to provide and define the expectations for the

implementation of PLCs, and provide teachers with dates regarding when stages of
implementation must be completed. Instructional coaches need to provide a school calendar
as to which department will be monitored and by whom in order for teachers to be aware
necessary deadlines for implementation and practice.
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Professional Learning Standard 4: Uses multiple professional learning designs to support

the various learning needs of the staff

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Staff members Staff members Some staff members Staff members

actively participate in actively participate in are engaged in receive single, stand-
job-embedded professional learning, professional learning alone professional
professional learning most of which is job- that makes use of learning events that
that engages embedded, which more than one are informational and
collaborative teams in includes multiple learning design to mostly large-group
a variety of designs (e.g., address their presentation designs.
appropriate learning collaborative lesson identified needs.
designs (e.g., study, analysis of
collaborative lesson student work,
study, analysis of problem-solving
student work, sessions, curriculum
problem solving development,
sessions, curriculum coursework, action
development, research, classroom
coursework, action observations, online
research, classroom networks) to support
observations, online their various learning
networks). needs. Professional
Professional learning learning includes
includes extensive follow-up with
follow-up with feedback and
descriptive feedback coaching.
and coaching.

EVIDENCE: Our special education department is engaged in professional learning to target

co-teaching strategies at Fitzgerald High School. By identifying current strategies that are
taking place and the percent of time and focus, adjustments are being made to address areas of
weakness (See Special Education Focus, Appendix G).

RECOMMENDATIONS: For the depth of the professional learning committees to increase,

curriculum development must take place within the department that correlates with action
research. Curriculum development will allow for teachers to work together within the PLC
instead of prepping for their individual classes that are not able to be compared in terms of
student work and success.
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Professional Learning Standard 5: Allocates resources and establishes systems to support

and sustain effective professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Extensive resources Adequate resources Some resources and Few, if any,

(e.g., substitute (e.g., substitute systems are allocated resources and
teachers, materials, teachers, materials, to support and systems are provided
handouts, tools, handouts, tools, sustain professional to support and
stipends, facilitators, stipends, facilitators, learning. sustain professional
technology) and technology) and learning.
systems (e.g., systems (e.g.,
conducive schedules, conducive schedules,
adequate adequate
collaborative time, collaborative time,
model classrooms) model classrooms)
are allocated to are in place to
support and sustain support and sustain
effective professional professional learning.
learning.
Opportunities to
practice skills, receive
follow-up, feedback,
and coaching are
provided to support
the effectiveness of
professional learning.

EVIDENCE: Vertical alignments are taking place in the English language arts math
departments at Ben Hill Middle School and Fitzgerald High School. During these meetings
substitutes are provided and handouts are provided during the studies.

RECOMMENDATIONS: The department chairs need a site visit to view model classrooms
and professional learning committees in order to provide a clearer vision of what is expected.
Teachers also need collaborative planning times where each staff member is able to attend.
Scheduling for the following year should reflect changes that allow all members of the same
department to have the same planning.
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Professional Learning Standard 6: Monitors and evaluates the impact of professional

learning on staff practices and student learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Monitoring and Monitoring and Monitoring and Monitoring and

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

EVIDENCE: Instructional coaches are monitoring professional learning PLCs and self-
evaluation is taking place (See Fitzgerald High School PLC Assessment 1, Appendix F).

RECOMMENDATIONS: Self and group evaluations need to take place after each weekly
PLC. This can quickly be done through online surveys that detail professional learning that
administration and instructional coaches can view.