GAPSS Part B Review

Sonya Breaux
Kennesaw State University

After I interviewed Dr. Weir I realized that there were several opportunities for teachers to have professional development
opportunities. I interviewed the Assistant Principal in charge of the Professional Development team, and she supported Dr. Weirs perspective of
paying for those workshops related to STEM program or the school IP. Other specific professional development was considered for Special
Education only.
There are funds and plenty of opportunities for teachers and administrators to participate in professional learning activities focused on
strategies and content to support student learning and achievement. In my first interview with Dr. Weir I noticed there is no assessment after those
professional learning sessions, or there is no sharing sessions to spread what one person learned after his/her training.

The teacher certification is now requiring again PLUs (Professional Learning Units), nowadays more and more professional learning
classes are offered via online, at the school and at the building Cherokee schools assigned specially for this kind of training.

GAPSS Review Template

PROFESSIONAL LEARNING - Professional learning is the means by which teachers, administrators and
other school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and
support high levels of learning for all students.

Professional Learning Standard 1: The context of professional learning--the who,

when, why and wherecontributes to the development and quality of

learning communities, ensuring that they are functioning, leadership is
skillful and focused on continuous improvement, and resources have been
allocated to support adult learning and collaboration.
PL 1.1 Learning Teams
Not Addressed
Teachers do not participate in
learning teams or meet regularly to
plan for instruction.

Emergent

X
Operational

Some teachers in some

grade levels or subject
areas meet to plan for
instruction, but meetings
do not occur regularly and
the work is not aligned with
school improvement goals.

Most teachers meet

regularly in learning teams
to plan for instruction (e.g.,
develop lesson plans,
examine student work,
monitor student progress).
This collaborative work
would be enhanced by
clear alignment of group
expectations with the
school improvement goals.

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Fully
Operational
All teachers participate in
learning teams throughout the
year and meet regularly to
plan for instruction (e.g.,
develop lesson plans, examine
student work, monitor student
progress). The collaborative
work is aligned with the school
improvement goals.

EVIDENCE: There are various professional communities both within and outside of school. Each grade level team meets once or twice a month to
collaboratively plan instruction, assessments and review data and to develop strategies for supporting student achievement. The most frequent collaboration
comes from the core classes because there are more teachers in those departments. Collaborative work is aligned with school improvement goals and
emphasizes instruction in Common Core, where most of the professional development is focused on Milestone and STEM preparation. Teachers of art,
Spanish, PE and the media specialists participate once a month in collaborative teams. Teachers are also encouraged to participate in professional learning
activities and groups through content conferences, professional associations or National conferences.
RECOMMENDATIONS: Professional learning communities are very important to schools and teachers who engage in continuous improvement (Learning
Forward, 2011) and share responsibility for student learning. Professional learning classes should be shared among other teachers. The idea of sharing
knowledge or supporting colleagues, like using a mentor program, would be to their advantage.

PL 1.2 Learning Community

Not Addressed

Emergent

X
Operational

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Fully
Operational

There is little or no evidence that

the principal, administrative team or
related human resources (e.g.,
leadership team, coaches, central
office) supports or reinforces the
creation and maintenance of a
learning community.

There is some evidence

that the principal,
administrative team, or
related human resources
(e.g., leadership team,
coaches, central office)
support or reinforce the
creation and maintenance
of a learning community,
but additional support in
this area is needed.
Although administrators
have created structures for
meetings to occur, they
have failed to provide
teachers with professional
development related to the
collaboration process.

The principal,
administrative team, and
other human resources
periodically support the
creation and maintenance
of an effective learning
community to support
teacher and student
learning. In key aspects of
the school, these
individuals work
collaboratively to reinforce
collaborative forms of
professional development
and learning for staff
members. Although this
process is operational, it
would improve if greater
emphasis were given to
monitoring its impact on
school improvement goals
and student achievement.

The principal, administrative

team and other human
resources consistently support
the creation and maintenance
of an effective learning
community to support teacher
and student learning. These
individuals work
collaboratively to reinforce
teachers skillful collaboration
(e.g., facilitation skills, conflict
resolution, and group
decision-making). They also
help to create structures to
support collegial learning and
implement incentive systems
to ensure collaborative work.
They monitor the impact of
these collaborative processes
on school improvement goals
and on student learning, and
participate with other
individuals and groups in the
operations of the learning
community.

EVIDENCE: There is evidence of grade level teams for core classes twice a week and some other departments meet monthly. There are
meetings with the principal and the Department Chairs. Also, once a month there are meetings between the principal and assistant
principals. There is no evidence of formal documentation of these meetings, yet there are notes taken by the participants and they deliver
the messages to other faculty members.
RECOMMENDATIONS: There is no formal documentation system to share the information, it would be good idea to have limited minutes per
meeting. It is important to have a formalized structure to monitor the consequences and effects of the professional learning on students
achievement. Data analysis based on tests scores or level of students motivation might ensure the kind of professional learning which should be
implemented in the school. (Learning Forward, 2011).

PL 1.3 Instructional Leadership Development and Service

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Not Addressed
There are few if any opportunities
for teachers to participate in
instructional leadership
development experiences, serve in
instructional leadership roles, or
participate in supporting schoolbased professional learning.

Emergent

X
Operational

There are opportunities for

teachers to participate in
preparing for and serving
in instructional leadership
roles and contributing to
the school-based
professional learning plans.
However, the opportunities
are limited to a small
number of teachers.

There are many

opportunities for teachers
to serve in instructional
leadership roles and
develop as instructional
leaders. They are highly
engaged in planning,
supporting, and
communicating
professional learning in the
school. This would be
enhanced if there were
more opportunities for
instructional leadership
roles among various
personnel.

Fully
Operational
A variety of teachers take
advantage of opportunities to
participate in instructional
leadership development
experiences and serve in
instructional leadership roles
(e.g., instructional coach,
mentor, facilitator). They plan,
advocate for support of, and
articulate the benefits and
intended results of
professional learning.

EVIDENCE: There are several opportunities to take on leadership roles. Teachers are encouraged to take administrative roles. There are also
TKES surveys to inform them of their role and performance as leaders. Teachers rotate the level they teach so their leadership varies from year
to year. Teachers meet within their department and share best practices. Administrators have an open door policy and request teachers
suggestions and input when planning for the SIP (School Improvement Program) and professional learning at the school. Teachers are
encouraged to deliver professional learning, such as these examples, to colleagues:

The one iPad classroom workshop PD 02275 @ Freedom Middle School. 4/7/15
Prezi Workshop PD 02203 @ Building H 4-23-15
RECOMMENDATIONS: There should be some kind of motivation for teachers to assume leadership roles like stipends, or they should at least
receive something in exchange as is seen in the professional development classes. Teachers who attend to the Document Camera workshop
receive a Document Camera for their classroom. There should be a mentoring program in place so the lead teachers with experience can share
their experience with others. The professional development classes should be offered to the lead teachers to be better prepared. (A. Shelton,
personal communication, March 25, 2014).

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PL 1.4 School Culture for Team Learning and Continuous Improvement

Not Addressed
There is little or no evidence of the
principal and other leaders
establishing ongoing team learning
with clearly articulated expectations
for professional learning.

Emergent

X
Operational

There is some evidence the

principal and other leaders
support a culture involving
ongoing team learning and
continuous improvement.
However, there is not a
clearly articulated plan for
professional learning for
teachers and
administrators.

There is general evidence

the principal and other
leaders support a culture
involving ongoing learning
and continuous
improvement through a
plan for professional
learning for teachers and
administrators. The
professional learning would
be enhanced by including a
variety of designs (e.g.,
lesson study, peer
observations, modeling,
instructional coaching,
collaborative teacher
meetings, etc.) constituting
high-quality professional
learning experiences.

Fully
Operational
The principal and other
leaders support a school
culture that reflects ongoing
team learning and continuous
improvement. The principal
and other leaders plan for
high-quality professional
learning, articulate intended
results of school-based
professional learning, and
participate in professional
learning to become more
effective instructional leaders.

EVIDENCE: There is support from the administration and other leaders to continue learning and improving new skills.
Teachers are encouraged to visit other teachers classroom in the school and in other schools and to participate in professional and subject-area
conferences. Teachers develop and deliver professional learning to peers that include book study, data analysis and peer observations. (A.
Shelton, personal communication, March 5, 2014). The principal and other leaders participate in professional learning opportunities through

professional groups as well as district-offered programs and formal education leading to graduate degrees. This year several teachers from 3

rd

th

and 4 grade have visited Ron Clark Academy for full-day job-alike training.
There are some lead teachers who are selected by the principal to attend to conferences paid for by the school, whereas other conferences are
paid by the teachers. Also the various AP training sessions for new AP classes are selected by the principal according to the classes to be offered
in the school.
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RECOMMENDATIONS: In spite of the fact that that there is ongoing professional learning, the Professional Development team does
not encourage all the teachers to get those professional classes or attend to the conferences. Maybe it would be a good idea if the selected
teachers who attend a conference later present to others and share their experience. Teachers should not continue to be financially sponsored for
themselves for those professional conferences. Instead, it should be recognized by the school system as well as for membership fees in
professional associations.

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PL 1.5 Job-Embedded Learning and Collaboration

Not Addressed
Teachers spend little or no time
during the work-week learning and
collaborating with colleagues to
improve their use of curriculum,
assessment, instruction, and
technology.

Emergent

Operational

Some teachers spend a

small amount of time
during the work-week
collaborating with
colleagues. However, this
time is often focused on
non-curricular topics and
typically occurs after
school.

Most teachers spend time

during a workday each
week collaborating with
colleagues about
curriculum, assessment,
instruction and technology
use in the classroom. This
professional learning would
be enhanced by allocating
more time each week for
job-embedded learning
(e.g., lesson study, peerobservations, modeling,
instructional coaching,
teacher meetings).

Fully
Operational
Teachers spend a significant
part of their work-week in jobembedded learning and
collaboration with colleagues
addressing curriculum,
assessment, instruction, and
technology. They receive
sufficient support resources
(e.g., materials, time, training)
and assist with securing
additional resources
necessary (e.g., funding, time,
technology) to sustain their
learning. (NSDC Standards
recommend that formal and
informal job-embedded
learning take place during at
least 25% of educators
professional time. Such time
can be devoted to lesson
study, peer observations and
coaching, modeling,
conferencing, teacher
meetings, mentoring.)

EVIDENCE: There is evidence of collaborative planning and professional development. The meetings are lead by a teacher and most of the
meetings are informative, while some of them occasionally are to set parameters or examples about STEM goals. Once a month there is a
faculty meeting to recognize achievements within the departments or to prepare teachers for the transition to the STEM program and
sometimes we even have special guests. There are vertical teams at the beginning of the school year and every month there are level meetings
to prepare curriculum and assessments. Peer observations are encouraged by the principal; teachers should have 4 per year and these should be
uploaded to TKEYS as evidence.
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RECOMMENDATIONS: Dedicated job-embedded learning time elevates the importance of continuous learning to a professional responsibility
(Learning Forward, 2011). Collecting data from minutes and comparing results would be a great way to determine mentoring and ways to
support instruction.

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PL 1.6 Resources Support Job-Embedded Professional Learning

Not Addressed
Resources are not allocated for jobembedded professional learning that
is aligned with high-priority school
improvement goals. Little if any
professional development is devoted
to helping teachers use technology
to enhance student learning.

Emergent

X
Operational

Some resources are

allocated for professional
learning. However, much of
the professional learning is
conducted primarily after
school and is not aligned
with the high-priority
school improvement goals.
There is limited
professional development
devoted to helping
teachers use technology to
enhance student learning.

Most resources for

professional learning are
allocated for the identified
high-priority school
improvement goals.
However, providing more
job-embedded learning
opportunities and
professional development
would enhance teachers
use of technology to
support student learning.
In other cases, these forms
of professional
development need to be
more ongoing and
sustained to ensure actual
classroom implementation
of training strategies and
processes.

Fully
Operational
Resources are allocated to
support job-embedded
professional learning that is
aligned with high-priority
school improvement goals and
technology supporting student
learning. There is sustained
commitment to ensuring that
these professional
development activities result
in successful classroom
implementation. There is also
a process in place to
determine the value-added of
key strategies and processes,
i.e., how they impact student
achievement and related
organizational short- and longrange goals.

EVIDENCE: Mrs. Lolley comes regularly to WHS to offer video conferences and workshops that teaches teachers how to incorporate
technology in their classes. This happens during each teachers planning period. Sometimes she also offers sessions to one or two teachers based
on their needs.
RECOMMENDATIONS: Additional support in needed on-site when there is a new type of software, because when they are delivering new
hardware and software there is typically an assumption that the teachers do not know how to handle the soft/hardware. More instructional
coaches and mentor teachers are needed to implement such changes in the classroom. When the mentor (leader) models instruction and makes
resources and materials easy to use and readily available (Knight, 2007), it will help teachers to implement new instructional strategies in their
lessons.
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Professional Learning Standard 2: The processthe howof professional learning is

aligned with articulated goals and purposes, data-driven, research-based,

evaluated to determine its impact, aligned with adult learning theory, and
collaborative in design and implementation.
PL 2.1 Collaborative Analysis of Data
Not Addressed
Teachers and/or administrators use
personal experiences or opinions
to determine student and adult
learning needs and goals. Data is
not collected and analyzed in
monitoring school and classroom
improvement strategies,

Emergent

Teachers and/or
administrators work in
isolation or with limited
representation to review
student summative data and
determine student and adult
learning needs and goals.
Student and teacher data is
collected and analyzed at the
end of the year to monitor
the accomplishment of
classroom and school goals.

Operational

Teachers and administrators

collaboratively analyze
disaggregated student
learning, demographic,
perception, and process
data to identify student and
adult learning needs and
goals. They collect and
analyze relevant student
and teacher data at the
beginning and end of the
year to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

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Fully
Operational
Teachers and administrators
collaboratively analyze
disaggregated student
learning, demographic,
perception, and process data
to identify student and adult
learning needs and goals.
They continuously (minimum
of 4 times a year) collect and
analyze relevant student and
teacher data (e.g. action
research, analyzing student
work, classroom observations,
Awareness Walks, and
surveys) to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

EVIDENCE: The monthly meetings among the administration and the department chairs/leaders are set up to collaborate, analyze and
process data to revise classroom improvement. Students and teachers of the month are recognized by teachers/administrators as is the
principle of the month. There are several sources to analyze data but it is compared with the same group of students, meaning specific grade
levels. In a faculty meeting our principal shares the student achievement data.
RECOMMENDATIONS: There should be a program in place to recognize specific successful teaching methods and at the
same time it should be shared with the other teachers. Teachers should be able to participate in a workshop to learn to analyze data
and interpret them in order to implement new strategies in their classroom.

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PL 2.2 Evaluating Impact of Professional Learning

X

Not Addressed

The principal and other leaders

develop and implement a plan for
evaluating teachers reactions to
professional development events.
Teachers contributions to the
evaluation are limited to providing
satisfaction ratings. The
evaluation identifies changes in
teacher knowledge and skills as a
result of participation, but it does
not evaluate changes in practice or
impact on student learning.

Emergent

Operational

The principal and other

leaders develop and
implement a plan for
evaluating professional
development events.
Teachers contribute to the
evaluation by collecting and
analyzing summative student
learning data. The evaluation
identifies changes in teacher
knowledge and skills as a
result of participation and
year-end student
performance, but it does not
evaluate change in teacher
practice.

The principal and other

leaders develop and
implement a comprehensive
plan for conducting ongoing
(formative and summative
for a one- to two-year
period) evaluation of the
impact of professional
development on teacher
practices and student
learning. The evaluation
also emphasizes changes in
school culture,
organizational structures,
policies, and processes.
Teachers contribute to the
evaluation by collecting and
analyzing relevant student
learning and process data.

EVIDENCE: There is no evidence about this aspect.

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Fully
Operational
The principal and other
leaders develop and
implement a comprehensive
plan for conducting ongoing
(both formative and
summative over a three- to
five-year period) evaluation
of the impact of professional
development on teacher
practices and student
learning. Evaluation also
emphasizes changes in
school culture, organizational
structures, policies, and
processes. Teachers
contribute to the evaluation
by collecting and analyzing a
variety (student learning,
demographic, perception,
and process) of relevant
data. The plan specifies the
evaluation question(s), data
sources, data collection
methodology, and data
analysis processes.

RECOMMENDATIONS: it is important to evaluate changes in practice or impact on student learning. T eachers knowledge and
skills should be improved through focus on certain long-term professional learning efforts. There should be significant attention not only to
developing and supporting long-term professional learning but also to evaluation of these efforts to document change in teacher practice (A.
Shelton, personal communication, March 25, 2014). Teachers need to know if their implementation is working or if a practice is effective
(Learning Forward, 2011). Therefore, assessments and data collection will offer information to increase the quality and effectiveness of
professional learning.

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PL 2.3 Interpreting and Using Research Results

Not Addressed
The principal and other leaders
review professional journals that
summarize research instead of
actual research or they do not
recognize a need for reading and
interpreting research when
making instructional decisions
regarding professional
development and school
improvement approaches.

Emergent

Operational

The principal and other

leaders review educational
research. They create
opportunities for a few,
select teachers to study
educational research. They
work with them to conduct
reviews of research when
making instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

The principal and other

leaders demonstrate
modest skills in interpreting
educational research
(validity and reliability,
matching populations, and
interpreting effect-size
measures). They create
opportunities for teachers to
learn to use educational
research. They work with
them to conduct extensive
reviews of research to make
informed instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

Fully
Operational
The principal and other
leaders demonstrate
advanced skills in
determining appropriate
research design, interpreting
research results, and
determining whether results
can be generalized. They
ensure that teachers and
community members learn
to use educational research.
They work with them to
conduct extensive reviews of
research to make informed
instructional decisions
regarding the adoption of
professional development
and school improvement
approaches.

EVIDENCE: The principal and Assistant principals interpret and share results with teachers. They compare these data with last years
results. Sometimes teachers conduct formal research among students, typically as requirements of their graduate studies like myself.
RECOMMENDATIONS: Teachers and assistant principals should be encouraged to share data analyses and the meaning or impact of those
results in our community. Also, teachers who are studying should share their research or knowledge gained through their studies with other
members of our community. A workshop to analyze data should be implemented. The goal of the workshop would be to understand the data
provided by the online grading system.

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PL 2. 4 Long-Term, In-Depth Professional Learning

X

Not Addressed

Teachers experience single, standalone professional development

events that are typically large
group, workshop designs. There
is little if any evidence of
implementation or change in
practice in classrooms. No
emphasis is given to enhancing
teachers content knowledge or
understanding.

Emergent

Operational

Teachers attend multiple

workshops on the same topic
throughout the year to gain
information about new
programs or practices. They
experiment with the new
practices alone and
infrequently with limited
school-based support for
implementation. No
emphasis is given to
enhancing teachers content
knowledge or understanding.

Teachers participate in longterm (two- to three-year

period), in-depth
professional learning that
includes a variety of
appropriate professional
development designs
including the use of
technology. The various
designs are aligned with the
intended improvement
outcomes. They include but
are not limited to follow-up
support for implementing
new classroom practices
(e.g., collaborative lesson
design, professional
networks, analyzing student
work, problem solving
sessions, curriculum
development, coursework,
action research, and
classroom observations).
Some evidence is present of
attention to enhancing
teachers content
knowledge.

Fully
Operational
Teachers participate in long-term
(two- to three-year period), indepth professional learning that
engages learning teams in a
variety of appropriate
professional development
designs including the use of
technology. The various designs
are aligned with the intended
improvement outcomes. They
include but are not limited to
extensive, follow-up support for
implementing new classroom
practices (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). A major
focus of ongoing professional
development is a commitment to
maintaining and updating all
teachers knowledge and
understanding of the content
they are teaching and changes
occurring in their field(s).

EVIDENCE: There is limited evidence on this aspect. Only a couple of teachers are invited to major conferences and they
do not share their knowledge earned.
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RECOMMENDATIONS: There should be programs in place to support teachers participation in long term professional
learning. There should be some kind of funds to motivate teachers to pursue this path. Many teachers nowadays avoid
any kind of professional development because they will have to pay 100% to be able to attend. Any compensation would also help
teachers to achieve an additional certification. (J. Kinard, personal communication, March 24, 2014).

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PL 2.5 Alignment of Professional Learning with Expected Outcomes

Not Addressed
The principal and other leaders
provide single, stand-alone
professional development events
that are typically large group,
workshops with no expectations
for implementation of new
classroom practices. Generally,
activities are not aligned with the
school improvement plan or
related priorities.

Emergent

Operational

The principal and other

leaders provide multiple
workshops on the same topic
throughout the year. They
articulate the learning goal,
but do not discuss
expectations for
implementation. Teachers
receive limited school-based
support for implementing the
new classroom practices.
Activities are only generally
aligned with the school
improvement plan or related
priorities.

The principal and other leaders

align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research,
and coaching with feedback).
The professional learning is
long-term (two-to-three year
period) and in-depth with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation by providing
rubrics that describe the desired
classroom practices and
communicate how those
practices connect to the school
improvement goals. Generally,
activities are aligned with major
priorities within the school
improvement plan.

Fully
Operational
The principal and other leaders
align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). They
ensure that teams of teachers
are engaged in long-term (twoto-three year period), in-depth
professional learning with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation with
collaboratively developed rubrics
describing desired classroom
practices and communicate how
those practices connect to the
school improvement goals.

EVIDENCE: The principal and the supervisor of professional development provides teachers with opportunities for multiple workshops on the
same or similar topics throughout the school year focusing on student improvement and teachers professionalization. Teachers are encouraged to
implement new classroom practices; however, they are not recognized even though are aligned with the School Improvement Plan.

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RECOMMENDATIONS: There should be a program in place to recognize those learning experiences and give the chance to teachers to share
their new skills with others. There is a need for clear expectations for classroom implementation, yet they are not communicated. Nor are details
given about how those practices are aligned with school improvement goals so it would be good idea to make teachers aware of this.

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PL 2.6 Building Capacity to Use Research Results

Not Addressed
Professional development is
planned with no regard for
research about adult learning
needs and individual and
organizational change processes.
The sessions provided include
strategies that do not mirror the
instructional strategies teachers
are expected to use with students
(e.g., lecturing on inquiry method,
covering material instead of
helping participants to use and
internalize it), and sessions are the
same for all teachers regardless of
their career stage.

Emergent

Professional development is
planned using research
about adult learning needs
and how individuals
experience the change
process. The professional
development sessions
demonstrate classroom
practices through videotapes
and simulations. The
experiences focus on
procedural learning -how to
do it- rather than on
developing deep
understanding of concepts
and problem solving
strategies. Some professional
development is specialized
for new and mentor
teachers.

Operational

Professional development is
planned using research
about adult learning needs
and individual and
organizational change
processes. The professional
development sessions
include modeling and
demonstrations of expected
classroom practices. The
experiences impact
teachers depth of
understanding enabling
them to use the new
strategies routinely. Some
professional development is
specialized to reflect career
stages of new teachers,
mentor teachers, and
teacher leaders.

Fully
Operational
Professional development
builds the capacity of the
staff to use research about
adult learning needs and
individual and organizational
change processes as they
implement new strategies.
Professional development
sessions consistently employ
the same instructional
strategies that are expected
to be used in their
classrooms. The experiences
impact teachers depth of
understanding enabling
them to solve problems and
adapt new strategies to
classroom circumstances.
Professional development is
differentiated to reflect
career stage needs and
interests (e.g., mentoring,
leading learning teams,
coaching, utilizing
technology, and curriculum
development).

EVIDENCE: There are several hands-on Professional learning opportunities and strategies that can help other teachers in their
classroom. Video and simulations are shared with the staff during faculty meetings. These videos first show the how to.. and then
discussions for analysis take place.
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RECOMMENDATIONS: More experienced colleagues should mentor new teachers or other teachers in general. The
materials used should visualize expectations and alignment with the SIP. When new strategies are going to be
implemented, it is important to provide teachers with opportunities to implement and share their new skills acquired.

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PL 2.7 Knowledge about Effective Group Processes

Not Addressed
Teachers and administrators lack
knowledge about effective group
processes and/or work alone,
disregarding collective
responsibility for student learning.

Emergent

Operational

Teachers and administrators

have knowledge of stages of
group development and
effective interaction skills,
but lack skill in group process
strategies needed for
productive collaborative
work. As a result, colleagues
work in temporary groups
often encountering
unresolved conflict or
frustration. Technology (e.g.,
email, chat rooms, and
websites) is used to support
collegial interactions.

Teachers and administrators

have knowledge and skills
regarding group processes
(e.g., group decision making
strategies, stages of group
development, effective
interaction skills, and
conflict resolution) that are
necessary to accomplish
tasks and satisfy the
interpersonal expectations
of the participants. As a
result, the school culture is
characterized by trust,
collegiality, and collective
responsibility for student
learning where colleagues
work collaboratively.
Technology (e.g., subject
area networks, lesson
sharing, seminars) is used
to support collegial
interactions.

Fully
Operational
Teachers and administrators
have knowledge and skills to
monitor and improve group
processes (e.g., group
decision-making strategies,
stages of group development,
effective interaction skills, and
conflict resolution) that are
necessary to accomplish tasks
and satisfy the interpersonal
expectations of the
participants. As a result, the
school culture is characterized
by trust, collegiality, and
collective responsibility for
student learning where
colleagues work
collaboratively in established,
ongoing learning teams.
Technology (e.g., online
discussions, web casts, and
seminars, educational blogs,
listservs, downloadable
resources) is used to support
collegial interactions and to
ensure effective and sustained
implementation.

EVIDENCE: There is evidence of the school culture where teachers support each other when needed. Teachers in their department share
responsibility for student learning. The Facebook page is used more to communicate social events rather than to interact and learn from each
other.
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RECOMMENDATIONS: It would be a good idea to use technology, such as Facebook groups, Edmodo groups, and Twitter to support
school interactions both within the school and with other schools in Cherokee County School District. The use of Free webinars and podcasts,
along with blog posts might contribute to professional support.
EVIDENCE: There are weekly recognitions for both teachers and students. Everybody feels safe, welcome and happy to be in the
school. There is a formal technical support in place where requirements can be posted online and is available 24/7. Teachers have high
achievement expectations for all students and engage in frequent communication and collaboration with parents and colleagues. Our school PTA
assists our administrators, counselor and teachers in providing whatever is needed for our students and staff. This year, there is a program called
Saturday school. In this program, students who have referrals are required to attend a day of class on Saturday where they also learn and are
taught again what they learned in class for reinforcement.
RECOMMENDATIONS: Our discipline program needs to be revised to ensure its effectiveness for all students. There are some students who
receive a severe punishment while others who have done the same do not receive the same treatment. Additional staff in the Saturday hours and
extended evening hours for the media center will allow continuing education.
EVIDENCE: Teachers are differentiating instruction and assessment to meet the varied needs of diverse student populations. They
collaboratively plan instructional units and assessments every month. Extensive tutoring and 1-on-1 support is provided in all subjects for
students who need additional support every day. Teachers have a deep understanding of subject matter.
RECOMMENDATIONS: There is a lack of data analysis to assess student progress. A workshop to implement this would help teachers and
the students. Vertical planning and collaborative plans for special units would help to avoid the overlap.

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EVIDENCE: The staff has the opportunity to attend professional learning classes which are offered via online and 1to .Some schedules
established for the professional learning are appropriate. The professional development is for specific instructional needs rather than largescale, whole group training.
RECOMMENDATIONS: Teachers should be able to take some time and have substitute teachers to participate in subject-focused professional
learning. The online professional development should specify before offering the times for synchronous sessions where teachers can share
expectations.

PL 3.4 Partnerships to Support Student Learning

Not Addressed

Emergent

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Operational

Fully
Operational

There is no collaboration
with parents or the
community in developing
activities to support
learning. Communication
through only written
correspondence is limited to
encouraging parents to
attend school functions,
yearly conferences, and
performances.

There is a school committee

to focus on developing
community partnerships to
support student learning.
Communication through
written correspondence or
phone is about school
programs, student progress,
and encouraging
attendance at school
functions, yearly
conferences, and
performances.

There is a committee that

works with families and the
community through
partnerships that develop
programs to support student
learning. Strategies are
implemented to increase
family involvement such as
offering suggestions about
ways parents can support
student learning at home and
communicating with families
about school programs and
student progress (e.g.,
information about report
cards, grading practices,
student work, homework,
and school events) through a
website, phone, email, voice
mail, and written
correspondence.

Partnerships among
teachers, families, and the
community are maintained
to develop programs that
support learning and
enhance student skills and
talents. Strategies are
implemented to increase
family involvement such as
providing parent education
workshops with information
on child development and
supporting student learning
at home and communicating
with families about school
programs and student
progress (e.g., information
about report cards, grading
practices, (student work,
homework, and school
events) through an
interactive website, phone,
email, voice mail and written
correspondence.

EVIDENCE: The communication between school administration and leaders in our community is made through the
council meetings every month. Also, the PTA has a paper and online version of the news in the school which informs
parents about the students achievements and club news. This monthly newsletter has important messages, shares
news and also gives heads up about future events. Our website also has news like the ones published plus another section for library and
educational resources.
RECOMMENDATIONS: It would be good idea to implement the communication methods including reminders in the
parents cells, including social media like Twitter and Facebook. All of them should be promoted among all the parents
and stakeholders in education.

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References:
Georgia Department of Education. (2012). Georgia Assessment of Performance on School Standards:
Closing the gap (2012). Retrieved January 29, 2014, from http://www.gadoe.org/School-Improvement/Pages/GAPSS.aspx. Georgia
Department of Education. (2012). School Keys: Unlocking excellence through the GeorgiaSchool Standards. Atlanta, GA. Learning Forward.
(2011). Standards for professional learning. Oxford, OH.
Woodstock High School Continuous Improvement Plan 2014-2015. Revised October 29, 2015. Atlanta, GA: Woodstock High School.

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