Running head: CURRENT REALITY AND GSAPS REVIEW 1

Professional Learning Current Reality and GSAPS Review

Larrece Y. Groover
PL & Technology Innovation (ITEC 7460)
Kennesaw State University

Ed.S. Instructional Technology, Spring 2018

CURRENT REALITY AND GSAPS REVIEW 2

Part A: Professional Learning Current Reality

Vision

As George Couros (2015) stated “Technology will not replace great teachers but

technology in the hands of great teachers can be transformational.” Technology in schools can

benefit students and teachers but the technology has to be integrated into the classroom

effectively. The mission of Lula Elementary is to empower students to be lifelong learners and

enable them to achieve their maximum potential in a diverse, ever-changing world. The faculty

at Lula Elementary School is committed to provide an educational journey that empowers,

challenges, and prepares our students for the world around them. The vision for the use of

technology in our school has evolved over the last five years. As the school acquired technology

for every classroom, the vision for the use of the technology has changed. The current vision for

technology at LES is to move our students from consumers to producers. Theresa London, LES

Principal, stated “The faculty is comfortable using technology for instruction as well as the

students using technology within their classrooms” (personal communication, January 16, 2018).

The goal for the teachers and faculty at LES is to provide opportunities for students to show their

understanding of concepts and standards by creating products using technology. Technology

should be utilized for instruction, collaboration, and production. The vision for the teachers is to

incorporate the technology into their classrooms so students can analyze, synthesize, and

evaluate their understanding of the concepts instead of drill and practice. Lula Elementary

School has advanced classrooms in each grade level who emphasize the use of technology. The

goal of technology usage in the advanced classrooms in 3rd – 5th grade is to provide our students

with a blended learning environment. The teachers in the blended learning classrooms are

expected to provide a technology rich environment through instruction and production. The
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classrooms should provide differentiated instruction and allow students the opportunity to make

choices and show their understanding with differentiated products. Differentiated products and

instruction through technology allows teachers to meet students at their level so they can advance

all their students.

Needs Assessment

Professional learning is a key component to the growth of the instruction in our school.

The professional learning needs are identified through a variety of measures. Each Spring and

Summer the leadership team composed of teachers across grade levels and content area along

with administration review the data from the Milestones, end of unit assessments, Developmental

Reading Assessment (DRA) levels, Math Fluency assessments, and staff surveys. The Needs

Assessment for Title II-A stated the “data indicates we are demonstrating very little growth in

the exceeds category for math and reading due to a large portion of our students scoring in the

level 1 and level 2”(2017). The data drives the professional learning the school plans for the

upcoming year. The staff surveys allow teachers to express the areas of weakness and interest.

The needs are identified through an analysis of all of the measures as a team. The achievement

data, teacher input of student work, and surveys provide an overall picture of the areas of needs

for the school. The professional learning needs are prioritized by the team allowing the

maximum impact for the students.

Professional Learning

Professional learning is developed by the administrators, coaches, and leadership team

for the upcoming school year. The staff participates in professional learning through multiple

designs. The different designs allow teachers to participate in professional learning individually

as well as within a group as they collaborate with other teachers within their grade level, school,
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and district. The teachers participate in job-embedded instruction relating to their content areas

as well as schoolwide initiatives. Teachers collaborate weekly through grade level planning to

plan for the grade level and review student work. Each month teachers participate in

Professional Learning Communities (PLC) based on a concentrated area from the Teacher Keys

Effectiveness System (TKES). Professional learning also includes peer observations within the

school and the district to enhance teacher instruction. As LES recently moved to a Title I school

a school-wide book study using Eric Jensen’s book, Teaching with Poverty in Mind, provided

insight to the transformation our instruction needed to take to meet the needs of the change in our

student body. The study groups and learning teams focus on the improvement of school and

district wide initiatives. Coaches and staff members provide workshops and demonstrations of

new instruction methods and piloted programs as LES focused on the goals of the SIP to increase

ELA scores. The workshops, demonstrations, and site visits of other schools provided teachers

with the understanding of how to implement the Units of Study for Teaching Reading and

Writing by Lucy Calkins.

Teachers participated in technology professional learning throughout the year focusing on

improving instruction through the learning management system called Canvas. The teachers

provide technology tips about programs utilized in their classroom. The tech tips are provided

through emails and monthly faculty meetings. Teachers participate and lead workshops,

demonstrations, and trainings on program they are using in their classroom. The teachers have

led workshops on the different components of Canvas, the county learning management system.

Trainings have focused on Moby Max which is a program providing remediation, differentiation,

and content instruction in ELA, Math, Science, and Social Studies for students. The county has

provided professional learning in Crowdsourcing in the areas of Social Studies and Math. The
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staff participates in professional learning through district offered trainings based on content,

concepts, and instruction.

As a follow-up to professional learning the instructional coach sets up classroom

observations within the school and district at other elementary schools. The observations allow

teachers to see specific instruction effectively implemented in a classroom. The coach will also

provide demonstrations, workshops, and model lessons within classrooms to help teachers

integrate new strategies within a classroom.

School Improvement Goals Alignment

The School Improvement Plan goals for Lula Elementary School focuses on increasing

students’ performance on ELA and Math Milestones (2017). The professional learning plans is

embedded in a Comprehensive Needs Assessment report and aligns with the goals of the School

Improvement Plan (SIP). The professional learning plans include faculty meetings, team

meetings, Professional Learning Communities (PLC), coach workshops, and district professional

learning opportunities to address the areas of ELA and Math instruction (Comprehensive Needs

Assessment, 2017). The plan identifies specific instruction programs to implement throughout

the year to help students improve in the content areas with the use of Jennifer Serravallo’s books,

Writing and Reading Strategies. The implementation of the new curriculum and strategies will

be monitored through observations, formal evaluations, TKES, and monthly data talks. The

teachers will bring data for specific assessments to the data talks as a checkpoint to meeting the

goal.

Funding and Incentives

Professional learning is funded through Title I, Title II-A, and the general fund account.

The funding provides for resources such as substitute teachers, materials, handouts, technology,
CURRENT REALITY AND GSAPS REVIEW 6

facilitators, and tools for the targeted instruction. The resources needed to implement and sustain

the curriculum and strategies presented during a professional learning is funded through Title I,

Title II-A, and the general fund. The Needs Assessment for Title II allocated $2000 in funds for

content professional learning, materials, and substitutes to address the SIP goals of improving in

the areas of reading, writing, and math workshop (2017). The teacher incentives for

participating, leading, and piloting professional learning includes a limited amount of stipends

provided by the district. Teachers are also motivated to participate in professional learning

because it can improve their instruction as well as student performance throughout the year.

Professional learning provides the necessary requirements to retain certificate for the state.

Diversity

Professional learning is offered to assist teachers who work with students with special

needs as well as those who come from culturally and linguistically diverse backgrounds. The

Professional Learning Communities (PLC) allows the teachers who work with students who have

special needs and ESOL to set learning goals specific for their instruction. The targeted goals

allow the teachers to directly impact their instruction and their students. The district also

provides professional learning several times throughout the year for SPED, ESOL, and Gifted

teachers. The learning at the district meetings provide opportunities for teachers in these

targeted areas to collaborate and share with their colleagues. The collaboration provides

feedback and strategies to improve instruction whether it is adding rigor through Creative

Problem Solving, remediation strategies, and instruction to second language learners.

Collaboration

Teachers participate in collaborative school-wide professional learning teams. The

learning teams cross grade levels and content areas. The teachers focus on targeted instruction
CURRENT REALITY AND GSAPS REVIEW 7

related to their TKES goal in their Professional Learning Communities. The Leadership team

evaluates the school procedures and goals for the year as they develop the School Improvement

Plan. The Title I team addresses instruction and content needs of the students who are

academically at risk due to low income. The Enrichment team focuses on providing extended

learning opportunities and challenges for all students. The Enrichment team monitors and

implements the Schoolwide Enrichment Model so students can pursue learning in areas of

interest as well as strength. The School Improvement Plan is related to the learning teams

because it focuses on addressing our weaknesses and strengthening our instruction in the various

content areas for all students. The strengthening of our instruction comes through the

collaboration of the teachers and staff from all areas of the school.

Evaluation

Professional learning is only effective if it changes or improves instruction or student

learning. The effectiveness of teacher training is based on test scores from a variety of

assessments. The growth of student achievement on DRAs, Performance Assessments, running

records, and unit assessments is how administration monitors and evaluates the impact of

professional learning. The monthly IC meetings have addressed the writing focus for LES by

evaluating student work and implementing a new detailed writing rubric. The teachers have

implemented new strategies this year using Jennifer Serravallo’s books, Writing and Reading

Strategies. The growth on DRAS, running records, and writing assessments has shown the

change in instruction. The growth as well as classroom observations provides a complete picture

of how the trainings has impacted staff practices and student learning.
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References

Couros, G. (2015, June 16). 5 Thoughts to Push Learning [Web log post]. Retrieved February 07,

2018, from https://georgecouros.ca/blog/archives/tag/c-s-lewis.

Lula Elementary School: School Improvement Plan 2017-2018. (2017). Lula, GA: Hall County

Schools.

Lula Elementary School: Comprehensive Needs Assessment 2017-2018. (2017). Lula, GA: Hall

County Schools.

Lula Elementary School: Needs Assessment Title-A Funds 2017-2018. (2017). Lula, GA: Hall

County Schools.
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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 X 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: Level 3 – Operational – The leadership team evaluates DRA, running records,
Milestone scores, and writing scores to identify professional learning for the year. The surveys of
staff, students, and families provide additional input for the different stakeholder needs.

RECOMMENDATIONS: Professional learning is not differentiated. The workshops for content,

technology, and instruction are one dimensional. Teacher instruction should be differentiated to
address the levels of prior understanding for the staff.
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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 X 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: The faculty collaborates routinely to improve individual and collective performance
through faculty meetings, leadership team, enrichment teams, walk-throughs, and TKES.

RECOMMENDATIONS: Teachers need additional opportunities to collaborate with

administration about the professional learning of individual and groups need to increase
performance. Teachers consistently request technology professional learning so they can more
effectively use the programs provided by the district but the requests are not always received.
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Professional Learning Standard 3: Defines expectations for implementing professional

learning

Level 4 Level 3 Level 2 Level 1

Exemplary X 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: Professional learning Communities, Coach Meetings, Team Meetings, and District
level trainings provide training for the teachers. The trainings include the expectations for the
professional learning implementation.

RECOMMENDATIONS: The expectations are not consistently defined because teachers are
sometimes left with the questions about the different stages and monitoring of the implementation
of the professional learning. Teachers request and prefer charts, checklist, and implementation
levels so they can refer back to the expectations.
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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 X 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: Book Study – Poverty Study, Title I Module – Increasing Parent Involvement,
Canvas – District-wide Modules, RESA – Endorsements, Grade level planning – weekly lesson
development; Site visits – observations of other schools; peer observations – 1st/2nd and 2nd/3rd
These opportunities provide multiple designs to the various staff needs for professional learning.

RECOMMENDATIONS: Teachers need more follow-up after site visits and professional learning
workshops. The teachers need more follow-up with additional coaching/modeling with individual
teachers.
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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 X 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: Title II-A; Title I; General Fund-Professional learning is funded to allow for
teacher observations, substitutes, conferences, and materials for teachers to continue to advance
their instruction.

RECOMMENDATIONS: Coaches should have more opportunities to follow-up, provide

constructive feedback, modeling, and demonstrations in classrooms to support teachers.
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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 X 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: Administration and Coaches use data talks and weekly grade level meetings to
monitor and evaluate DRAs levels, running records, milestone scores, and unit assessments.

RECOMMENDATIONS: Several of the data collections to monitor and evaluate the impact of
the professional learning are only evaluated once or twice a year so changes are not always
possible to implement if the instruction is not working. A quick follow-up assessment or checklist
after the implementation from a professional learning could be beneficial.
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KSU ITEC Professional Learning Standard: Professional learning reinforces educators’

understanding and use of strategies for promoting equity and high expectations for all
students, application of research-based teaching strategies and assessment processes, and
involvement of families and other stakeholders in promoting student learning.

Level 4 Level 3 Level 2 Level 1

Exemplary X Operational Emerging Not Evident

Classroom practices Classroom practices of Classroom practices Classroom practices

(e.g., considering most teachers reflect of some reflect little or no
interests, backgrounds,
strengths, and
skill in communicating teachers reflect evidence of teachers’
preferences to provide high expectations for evidence of teachers’ training in
meaningful, relevant each student and training in understanding the
lessons and assess adjusting classroom understanding the impact that attitudes
student progress, activities to meet impact that attitudes regarding race,
differentiating student needs. Respect regarding race,
instruction, and
disabilities,
for students’ cultures disabilities, background, culture,
nurturing student
and life experiences is background, culture, high expectations,
capacity for self-
evident through the high expectations, and
management) of all and social class of
teachers reflect an emotionally and social class of both
both students and
emotionally and physically safe students and teachers
teachers have on the
physically safe learning environment have on the teaching
environment where where students of and learning process. teaching and learning
respect and appreciation diverse backgrounds process.
for a diverse population
is evident. There are
and experiences are
high achievement taught the school code
expectations for all of conduct (customs)
students and teachers. to help them be
The principal and other successful in the
leaders provide school context.
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.

EVIDENCE: Curriculum Nights, Showcase nights, and student led conferences showcase student
work to parents which promotes the student learning. The coach workshops evaluate student work
and expectations for all students. Schoolwide module addressing cultural diversity provided
strategies and instruction with working with students from diverse backgrounds.
CURRENT REALITY AND GSAPS REVIEW 16

RECOMMENDATIONS: Professional learning and workshops to provide instruction on

differentiation within the grade level classes for our SPED, Gifted, and ESOL students so they
have opportunities to learn at their individual levels throughout the day.