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Professional Learning Current Reality and GSAPS

LaToya Morgan

PL & Technology Innovation

Kennesaw State University

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Vision

The overall vision of Banneker High School is to develop students who learn to their full

potential (Banneker High School, n.d.). According to Banneker’s 90-Day Plan, this will be

accomplished in a couple of ways. First, this will be accomplished by improving the quality and

consistency of instructional planning and delivery to ensure that students are receiving rigorous

and engaging standards-based instruction. Secondly, Banneker will accomplish this vision by

improving students’ culture of achievement and promoting high expectations in the realm of

college and career readiness (Banneker High School 90-day Plan, 2017). Unfortunately, the

vision for technology integration is not clearly defined within the 90-day Plan. Banneker High

School rolled out 1:1 devices this year. The only mention of technology integration was for

teachers to “utilize digital curriculum, apps, and tools to provide differentiated instruction.”

(Banneker High School 90-day Plan, 2017, p. 7). Mrs. Lauren LaMont, School Improvement

Specialist, expounded on the vision for technology integration by adding that teachers should

incorporate Personalized Learning principles and integrate 1:1 technology to enrich and advance

student learning. However, the scope and sequence of what that entails have not been determined

(L. Morgan, personal communication, February, 2018). Currently, the use of technology

integration across Banneker’s classrooms is disparate. That is partially due to the lack of

professional development offered to increase teacher comfort in the use of technology. Although

there are small pockets of technology used to incorporate higher ordered activities and rigor,

most technology use at Banneker High School is for remediation and content recall.

Needs Assessment

The determination of Professional Learning needs is not clearly defined within the 90-day

Plan, however, speaking with Mrs. LaMont gave insight on how Professional Learning needs are
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determined within the school. Fulton County Schools are separated into geographic zones.

Schools who were on Georgia’s failing schools list were grouped into a separate zone, called the

Achievement Zone. Professional Learning needs are identified by several ways. The initiatives

set by the Achievement Zone and Fulton County Schools determine many of the parameters

surrounding Professional Learning. Understanding by Design, Balanced Literacy, Personalized

Learning, Restorative Practices, Professional Learning Communities, Illuminate, and Driven by

Data protocols are the initiatives that have been set in the past three years (L. Morgan, personal

communication, February, 2018). Professional Learning needs are also determined by ongoing

classroom observations, discussions between administrators, instructional coaches, and

department chairs. The goal of this school year was to collect data using eWalk Classroom

Observation software, but its use has waned since the beginning of the school year. There is a

vision for Professional Learning, however, teachers are rarely surveyed on their Professional

Learning needs. Professional Learning is mandated. Outside of one-on-one coaching sessions

based on classroom observations, the purpose of professional learning seems arbitrary. Many

teachers complain about the loss of planning time when mandated to attend professional learning

sessions and sometimes complain that nothing was gained from the session.

Professional Learning

Professional Learning is offered in multiple ways at Banneker High School. Academic

Departments meet bi-weekly in Professional Learning Communities to discuss standards, plan

lessons collaboratively, construct assessments collaboratively, or received small group

professional development sessions from Instructional Coaches. Teachers have received three

professional development sessions on strategies found in Lemov’s Teach Like a Champion 2.0.

One-on-one coaching sessions are geared for teachers who teach EOC courses. In addition to the
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professional learning offered at Banneker, quarterly, Fulton County Schools offer professional

learning sessions on District Professional Development days. These sessions are offered face-to-

face and through the online platform, Edivate. There is a sense of urgency surrounding

Professional Learning because of the state of our school’s achievement. Banneker High School

has been making strides to improve student achievement. After analyzing last year’s End of

Course (EOC) Assessment data, EOC teachers received binders that included Achievement Zone

Curriculum maps and documents to increase rigor in classroom instruction and activities and

assessments aligned to the rigor of the standard. Its purpose was to give EOC teachers a quick

reference or professional learning at their fingertips (Banneker High School 90-Day Plan, 2017).

As it relates to technology integration, there has been very few professional learning offerings.

During pre-planning in August, teachers received a one-hour whole group session on how to use

Microsoft’s OneNote. This session did not go well because of the mixed abilities in the room of

about 100 staff members. In August, a technology based professional learning workshop, called

Super Saturday, was offered, however, it was not mandated. Teachers could volunteer to come

for four hours to attend 3-4 session on ways to integrate technology. About 40 teachers attended

Super Saturday (L. Morgan, personal communication, February, 2018).

Although our follow up method is inconsistent, ideally the instructional team strives to

use a 3-step integration process. During the first step, teachers learn the new strategy during a

professional development session. Secondly, the instructional team and teachers discuss the

strategies more and during PLCs, plan to incorporate it within the lesson plan. Lastly, during the

classroom integration of the strategy, an instructional coach observes and provides feedback to

the teacher (L. Morgan, personal communication, February, 2018).

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Alignment

A detailed professional learning outline is not given in the 90-Day plan. The plan

mentions PLCs as the source of receiving professional learning, but details of the actual sessions

are not listed (Banneker High School 90-Day Plan, 2017). Outside of the Teach Like a

Champion trainings and district trainings, professional learning opportunities are lacking. Mrs.

LaMont acknowledges that adequate training has been missing in the past. She stated that the

administration team is currently revising the 2nd semester’s 90-Day plan to include more of an

alignment between professional learning and school improvement goals to set teachers up for

success (L. Morgan, personal communication, February, 2018).

Funding & Incentives

Banneker High School receives Title I funds because 100% of the students qualify for

free or reduced lunch. The high school also received the School Improvement Grant (SIG). This

grant was worth $5.2 million, budgeted over five years. Most of the professional learning is paid

for through SIG. It is ideal that if a teacher or leader attends a professional learning workshop or

a new technology tool is introduced, redelivery of the professional learning is given to the staff.

Unfortunately, that does not happen. To date, teachers and/or leaders have been trained on the

eWalk Classroom Observation software, All-in-Learning formative data software, and have

received document cameras and one Swivl per department. The school has spent $20,515 on

these softwares and professional learning trainings. Through the SIG funds, teachers are given

monetary incentives for attending professional learning sessions outside of their contractual

hours. For instance, teachers received $28 and hour for attending the Super Saturday technology

session in August.
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Diversity

18% of the student population of Banneker are identified as Student with Disabilities

(SWD) and 1% is identified as English Language Learners (ELLs) (The Governor's Office of

Student Achievement. (n.d.)). Unfortunately, there is not a clear plan to provide specific

professional learning for the teachers in general. Our Special education teachers receive some

trainings specific to SWD, led by the department chair or Fulton County Schools. Most of the

trainings led by the county is offered on the county’s professional development days where

teachers volunteer for trainings (L. Morgan, personal communication, February, 2018).

Collaboration

Academic departments meet bi-weekly during their common planning to collaborate for

90-minutes each session in Professional Learning Communities. Teachers collaborate on lesson

plans, unpacking the standards, and creating common assessments and activities. Also, during

this time instructional coaches provide group learning experiences to increase teacher capacity in

assessment creation, planning and delivery, data analysis, and remediation (Banneker High

School 90-Day Plan, 2017).

Evaluation

Mrs. LaMont acknowledges that an evaluation system of professional learning is not in

place. Recently, Kirkpatrick’s 4-Level Training Evaluation Model has been introduced to the

instructional team to be used with the most recent professional learning session. This model

looks at the degree to which the professional learning session changes a teacher’s behavior and

classroom practices (L. Morgan, personal communication, February, 2018). She also mentioned

that the instructional team has not explored much within this model and that they are just

scratching the surface with its use. Professional learning is also evaluated informally through
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classroom observations and formal TKES observations. When it comes to evaluating the

professional learning, these observations are informal because there is rarely a targeted checklist

used to identify changed teacher behavior because of the professional learning. It is

recommended that the instructional team dives deeper in the Kirkpatrick Model. This will ensure

that professional learning occurs and is effective.

GSAPS 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 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: Professional learning needs are determined through observations and district
mandates (L. Morgan, personal communication, February, 2018).
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RECOMMENDATIONS: It is recommended that teachers are given a needs assessment at the

beginning of the school year. The data from these surveys can drive the structure, frequency, and
content of the professional development throughout the year. It is also recommended that peers
observe one another to gain new teaching strategies. Although teachers can attend conferences,
they are not required to redeliver the content and strategies learned at the conferences. It is
recommended that teachers redeliver the strategies learned at the conferences in small group
settings.

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

EVIDENCE: Banneker High School’s Leadership Team meets bi-monthly discuss feedback to
teacher observations, student data, and school operational logistics. The Leadership Team consists
of the principal, assistant principals, the state’s school improvement specialist, the school’s school
improvement specialist, department chairs, instructional coaches, the head counselor, and other
school leaders (Banneker High School 90-Day Plan, 2017).

RECOMMENDATIONS: It is recommended that the time during the leadership meeting be spent
more analyzing data to identify professional learning needs.

Professional Learning Standard 3: Defines expectations for implementing professional

learning

Level 4 Level 3 Level 2 Level 1

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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: Currently, there is not a clear expectation for implementing professional learning.
The expectations that are in place are from the district, but the specifics are unclear (Banneker
High School 90-Day Plan, 2017).

RECOMMENDATIONS: It is recommended that during the school’ Leadership Team meeting

and in the new 90-Day plan, school leaders identify the expectations for implementing
professional learning. It is also recommended that a system is put in place to ensure that quality
and purposeful professional learning occurs throughout the school year.

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
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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: Staff receive professional learning through bi-weekly academic department

professional learning communities. These sessions are led by the department chair or instructional
coach. The staff also receives professional learning on district professional development days.
Teachers can choose which session(s) they would like to attend (Banneker High School 90-Day
Plan, 2017).

RECOMMENDATIONS: It is recommended that teachers receive professional learning in a

variety of ways, including one-on-one coaching, peer observations, webinars, conferences, and
small group sessions.

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
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practice skills, receive

follow-up, feedback,
and coaching are
provided to support
the effectiveness of
professional learning.

EVIDENCE: Because of SIG funds, the school has purchased and allocated tools and supportive
resources to sustain effective professional learning. The budget includes funds for teachers to
attend conferences, software to observe classrooms, classroom materials (document cameras), and
substitutes (Banneker High School 90-Day Plan, 2017).

RECOMMENDATIONS: It is recommended that the school implements a plan to ensure that the
funds are utilized effectively and with fidelity, such as, pre-plan who will attend conferences,
provide trainings for using the new technology tools, and that observation software is actually
utilized.

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: There is currently no method to determine the impact of professional learning. The
Kirkpartick 4-level Training Evaluation Model has been introduced, but has been used on a very
small scale (L.Morgan, personal communication, February, 2018).

RECOMMENDATIONS: It is recommended that the instructional team dives deeper in the

Kirkpatrick Model. This will ensure that professional learning occurs and is effective. Following
up after a professional learning sessions by observing classrooms, teacher surveys, or teacher one-
on-one coaching would also be beneficial in evaluating the impact of professional learning.
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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 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-
management) of all evident through the high expectations, and
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: There has been no professional learning offered to help teachers with strategies for
Students with Disabilities or different cultural backgrounds. Although Restorative Practices is a
district initiative, no trainings have been offered to help teachers understand the emotional
background of our students. (L.Morgan, personal communication, February, 2018).
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RECOMMENDATIONS: It is recommended that all teachers are offered professional learning for
strategies on working with students of diverse backgrounds.
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References

Banneker High School 90-day Plan, 2017.

Banneker High School. (n.d.). Mission and Vision. Retrieved February 5, 2018, from

http://school.fultonschools.org/hs/banneker/Pages/Mission.aspx

L. Morgan, personal communication, February 2018

The Governor's Office of Student Achievement. (n.d.). Georgia School Reports: Banneker High

School. Retrieved January 19, 2018, from

https://schoolgrades.georgia.gov/benjamin-banneker-high-school