Tia Reynolds

February 20, 2016

ITEC 7460
Professional Learning Current Reality & GSAPS Review

The vision for the use of technology at Peyton Forest Elementary is that
Technology will be seamlessly integrated into the educational process and

provide the means for learning, communicating and collaborating. This

vision statement is quoted from our schools 2015-2016 school year
technology plan. In order to integrate technology seamlessly into instruction,
technical and other professional learning needs have to be identified.
Currently, technical and other professional learning needs are identified through
various forms of data. We currently utilize the Statewide Longitudinal Data System
(SLDS) to examine specific domains, standardize test scores, grades, and
demographic information. In addition, we also use Computer Adaptive scores and
Georgia Milestone scores to assess professional learning needs by specific subject
and standard. This data allows the leadership team to identify which areas of
professional learning need the most immediate development. Dr. Tonya Steele,
Principal at Peyton Forest Elementary also stated that teacher observation as well
as teacher surveys are used to assess professional learning needs.
Professional learning is primarily provided through Instructional Coaches.
Peyton Forest has two Instructional Coaches, one coach is responsible for K-2 and
the other coach is responsible for grades 3-5. The coaches meet with grade levels
during their collaborative planning time to discuss lesson planning, examine student

work, and to provide professional development. The district also mandates several
professional learning days throughout the school year which focus on different
initiatives. In the past year, district professional learning days have focused on
Common Core implementation, International Bachelorette, as well as core content
learning. Peyton Forest could improve upon professional learning by incorporating
study groups, learning teams, and book studies. Although peer observation and
mentoring opportunities can occur, it usually only occurs when if a teacher seeks
out the opportunity. Peer observation and mentoring could also improve
professional learning if it became more of a normal practice within our school.
In an effort to maximize funding, many school clusters share personnel.
Peyton Forest currently shares a technology specialist with other schools in our
cluster. The specialist comes to our school about twice a month to assist teachers
with individual technology needs. In addition, she occasionally host mandatory
technology trainings that all teachers must attend during our collaborative planning
time. Within the last year, we have received trainings on the use of Activotes,
Activtable, Promethean/Whiteboards, and Google Pioneer Expedition. Although most
trainings are informative, most are not followed by additional support. Follow up
support after professional learning sessions are actually a weakness at Peyton
Forest. Due to time constraints and human resource constraints, follow up support is
often neglected. If follow up support is needed, it is often the teachers
responsibility to seek the support from the coaches or administration.
Professional learning is aligned to the schools improvement goals and Title 1
goals. For example, improving student behavior and decreasing student
suspensions is one of our school improvement and title 1 goals. In order to achieve
this goal, Peyton Forest adopted the Positive Interventions and Support model to be

implemented schoolwide. This implementation requires consistent professional

development amongst all staff members throughout the school year and even
summer months. Another SIP goal and Title 1 goal is to become an International
Bachelorette school. Becoming an IB school is an incredibly long process which
requires a lot of time, dedication, and training. We are currently receiving
professional learning district wide and school wide. Professional learning is primarily
funded by Title 1 funds, because of this, almost all of our professional learning has
to be tied to our SIP and Title 1 goals. The incentive for teachers to participate in
professional learning is an opportunity to increase proficiency in various
instructional practices. Professional learning to assist teachers with students with
special needs and culturally and linguistically diverse backgrounds is offered at the
district-wide level but not at the school level. Teachers would be more likely to
engage in these types of learning opportunities if they were conveniently offered at
the school level.
Peyton currently has several collaborative school-wide professional learning
teams. Teachers currently serve on the Positive Behavior Interventions & Support
Team, International Bachelorette Team, Focus Team, Progress Team, GAP Team,
Design Team, Leadership Team, and a host of other school committees. All of the
teams are related to the school improvement plan in various ways. We are currently
a focus school, the Progress Team and GAP team are designed to track and provide
support for students who are in the top and bottom 20% of the school. Consistently
tracking these students help us to provide interventions and enrichment
opportunities for these students. One of our SIP goals is to decrease the amount of
students who are currently performing in the Beginning Learning Level based off
of our Georgia Milestones scores. Another SIP goal is to increase the amount of

students that qualify for Gifted and Talented services. Both the Progress Team and
GAP team assist with these goals. As mentioned above, PBIS is designed to
decrease chronic negative behaviors and decrease student suspensions, which is
another SIP goal. Another one of our SIP goals is to increase our College and Career
Readiness Performance Index, (CCRPI). Our Design Team tracks all school data that
affects our CCRPI scores and designs and monitors plans to help us achieve our SIP
goals. For example, attendance is a factor that affects our CCRPI goal. The design
team along with our school Parent Liaison, Counselor, and Social Worker designed a
plan to help teachers improve student attendance. Improving student attendance
has been difficult for teachers in past years because we already have so much to
worry about concerning the students who actually show up to school. Having a
Design team and other support staff focus specifically on this issue has improved
our attendance and thus improved our CCRPI score.

The impact of professional learning on teacher practice and student

learning is primarily evaluated via teacher observation and student data.
Once teachers receive a professional development, we are expected to begin
implementing what we learned within our classrooms. The Instructional
Coaches play a huge part in making sure that teachers are carrying out what
we learned in professional developments. Implementing instructional
practices that are learned in professional developments are directly tied to
the Teacher and Leader Keys Effectiveness System which is the system in
which we are evaluated under. Student data is also being tracked using
various measures on a consistent basis. Student data is used to evaluate

whether or not the instructional practices and techniques we are learning in

professional developments are proving to be effective.

PROFESSIONALLEARNING
Themeansbywhichteachers,administrators,andotherstaffacquire,enhance,andrefinetheknowledge,
skills,practices,anddispositionsnecessarytocreateandsupporthighlevelsoflearningforallstudents

ProfessionalLearningStandard1:Alignsprofessionallearningwithneedsidentifiedthroughanalysisofavarietyofdat
Level4
Exemplary
Professionallearningneedsare
identifiedanddifferentiated
throughacollaborativeanalysis
processusingavarietyofdata
(e.g.,studentachievementdata,

Level3
Operational
Professionallearningneedsare
identifiedthroughacollaborative
analysisprocessusingavarietyof
data(e.g.,studentachievement
data,examinationofstudentwork,

Level2
Emerging
Professionallearningneedsare
identifiedusinglimitedsourcesof
data.

Profession
identified

examinationofstudentwork,
processdata,teacherandleader
effectivenessdata,actionresearch
data,perceptiondatafrom
students,staff,andfamilies).
Ongoingsupportisprovided
throughdifferentiatedprofessional
learning.

processdata,teacherandleader
effectivenessdata,actionresearch
data,perceptiondatafrom
students,staff,andfamilies).

EVIDENCE: In the space below, provide detailed evidence supporting your rating above Any
learning that has occurred at my school in the last few years has been determined by a need
various forms of data. Student behavior has become increasingly problematic in the last few y
this issue, we have become a Positive Interventions and Support school which has required a l
development during the school year and during the summer months. Thus far this year, stude
grades 3-5 have decreased by 40%. Much of this can be attributed to PBIS professional learnin
being implemented schoolwide.

RECOMMENDATIONS:
The professional learning and ongoing support that we are putting into PBIS has proved to be
recommend we provide routine professional learning and support toward other areas of our sc
that we have identified as being an area for improvement. Since this can overwhelming and ti
given the amount of improvements that we need to make, I also suggest choosing the top 5 a
we want to work on for the next school year. After identifying those goals, we should begin pu
place of how we plan to better educate the staff and the ongoing support that should follow.

ProfessionalLearningStandard2:Establishesacultureofcollaborationamongadministratorsandstafftoenhanceindiv
performance
Level4
Exemplary
Administratorsandstaff,asa
foundationalpractice,consistently
collaboratetosupportleadership
andpersonalaccountabilityandto
enhanceindividualandcollective
performance(e.g.,construct
knowledge,acquireskills,refine
practice,providefeedback).
Teachersconductactionresearch
andassumeownershipof
professionallearningprocesses.

Level3
Operational
Administratorsandstaffroutinely
collaboratetoimproveindividual
andcollectiveperformance(e.g.,
constructknowledge,acquire
skills,refinepractice,provide
feedback).

Level2
Emerging
Administratorsandstaffroutinely
collaboratetoimproveindividual
andcollectiveperformance(e.g.,
constructknowledge,acquire
skills,refinepractice,provide
feedback).

Administra
collaborate
andcollect
constructk
skills,refin
feedback).

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
There are certain teams and collaborative groups that meet routinely. Grade level teams meet
basis to analyze grade level data, lesson plan, and overall grade level operational needs. The
meets on a routine basis to analyze schoolwide data, evaluate teachers and practices, and ov
operational needs.

RECOMMENDATIONS: There are several teams and committees in the school which originated
purposes however they have not met on a routine basis primarily because of time restraints. I
recommend streamlining many of these teams and committees or evaluating the members se
these committees have the same members which causes many teachers to become worn out
should ensure that teachers are not serving on more than 2-3 committees. This can help those
actually maintain their grade level workload while also having time to meet collaboratively on
serve the entire school.

ProfessionalLearningStandard3:Definesexpectationsforimplementingprofessionallearning
Level4
Exemplary
Administrators,teacherleaders,or
bothconsistentlydefine
expectationsforthe
implementationofprofessional
learning,includingdetails
regardingthestagesof
implementationandhow
monitoringwilloccuras
implementationprogresses.

Level3
Operational
Administrators,teacherleaders,or
bothregularlydefineexpectations
fortheimplementationof
professionallearning.

Level2
Emerging
Administrators,teacherleaders,or
bothoccasionallydefine
expectationsforthe
implementationofprofessional
learning.

Administra
bothrarely
expectation
implement
learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above Adm
teacher leaders define the purpose of the professional learning that the staff is required to rec
occasionally define the expectations for the implementation of professional learning received.
required to attend a professional learning, administrators explain to us the purpose of attendin
purpose usually ties into our School Improvement Plan. For example, we knew as a staff that w
submitting an application to become an IB school by March 2016. Because of this, administrat
district personnel explained the purpose of why are going IB, what the professional developme
the coming months, and the expectation for implementing various IB components into our cla

RECOMMENDATIONS:
Although the purpose of the professional learning is almost always explained and defined, the
how monitoring will occur as the implementation progresses is currently a weakness. When on
does not occur, the implementation tends to decrease and we are usually back at square one
year ends. I recommend a backwards planning approach to professional learning. Before adm
teachers to engage in any professional learning, they should first have a thorough plan for mo
implementation.

ProfessionalLearningStandard4:Usesmultipleprofessionallearningdesignstosupportthevariouslearningneedsofth
Level4
Exemplary
Staffmembersactivelyparticipate
injobembeddedprofessional
learningthatengagescollaborative
teamsinavarietyofappropriate
learningdesigns(e.g.,
collaborativelessonstudy,
analysisofstudentwork,problem
solvingsessions,curriculum
development,coursework,action
research,classroomobservations,
onlinenetworks).Professional
learningincludesextensive
followupwithdescriptive
feedbackandcoaching.

Level3
Operational
Staffmembersactivelyparticipate
inprofessionallearning,mostof
whichisjobembedded,which
includesmultipledesigns(e.g.,
collaborativelessonstudy,
analysisofstudentwork,problem
solvingsessions,curriculum
development,coursework,action
research,classroomobservations,
onlinenetworks)tosupporttheir
variouslearningneeds.
Professionallearningincludes
followupwithfeedbackand
coaching.

Level2
Emerging
Somestaffmembersareengaged
inprofessionallearningthat
makesuseofmorethanone
learningdesigntoaddresstheir
identifiedneeds.

Staffmemb
standalone
eventsthat
mostlylarg
designs.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Professional learning in various areas definitely occurs throughout the school year. Most if not
opportunities are done in large groups, usually lecture style. Instructional coaches are often re
delivering professional learning. My grade level meet collaboratively with our Instructional coa
lesson study, analyze student work, and problem solve.

RECOMMENDATIONS:
There is little opportunity for teachers to meet collaboratively with the administrative team to
study, curriculum design, or action research. Professional learning does not routinely include e
up and descriptive feedback. I think that teachers should have opportunities to provide input o
best, similar to what we do for our students. Many of our staff would enjoy engaging in a book
network, or an opportunity to observe their peers. Id recommend routinely surveying staff on
they want to learn and developing a plan to incorporate more of those learning opportunities.

ProfessionalLearningStandard5:Allocatesresourcesandestablishessystemstosupportandsustaineffectiveprofessio
Level4
Exemplary
Extensiveresources(e.g.,
substituteteachers,materials,
handouts,tools,stipends,
facilitators,technology)and
systems(e.g.,conduciveschedules,
adequatecollaborativetime,model
classrooms)areallocatedto
supportandsustaineffective
professionallearning.
Opportunitiestopracticeskills,
receivefollowup,feedback,and
coachingareprovidedtosupport
theeffectivenessofprofessional
learning.

Level3
Operational
Adequateresources(e.g.,
substituteteachers,materials,
handouts,tools,stipends,
facilitators,technology)and
systems(e.g.,conducive
schedules,adequatecollaborative
time,modelclassrooms)arein
placetosupportandsustain
professionallearning.

Level2
Emerging
Someresourcesandsystemsare
allocatedtosupportandsustain
professionallearning.

Few,ifan
systemsar
andsustain

EVIDENCE: In the space below, provide detailed evidence supporting your rating above Som
systems are allocated to support and sustain professional learning. This year, improving Ga M
has become one of our biggest focuses. Because of this, there are designated mock testing da
to allow them to experience questioning that is very similar to what they may see on the actu
April. During the time of mock testing, specials schedules are amended, computer labs and ot
devices are reserved only for grades 3-5 for testing. A week after the test are implemented, g
provided substitutes so that teachers can meet with administration to analyze the data of the
and put an instructional plan in place to address standards that need to be retaught.

RECOMMENDATIONS:
As mentioned above, we are currently allocating resources to support and sustain professiona
comes to testing. However we are not allocating these same resources and support to address
concerns throughout the year before test season even arrives. For example, our students stru
The district required everyone to attend one training on Step Up to Writing. Thereafter, we rec
Writing materials that had to be shared amongst three grade levels. This quickly became a pro
follow-up and training have not occurred to ensure that everyone is properly implementing th
the beginning of the school year, we designated a space to be used for a model classroom.
was never established for teachers or coaches to actually use this room for that purpose. My r
to address this standard is for the staff as a whole to discuss our top five needs going into nex
After deciding upon these needs, we should collaboratively design a plan for how resources ca
allocated amongst these top five goals. At this time, I think that we are trying to tackle every
currently facing as a school. Tackling every issue is actually hindering us from maximizing reso
professional learning.

ProfessionalLearningStandard6:Monitorsandevaluatestheimpactofprofessionallearningonstaffpracticesandstud
Level4
Exemplary
Monitoringandevaluatingthe
impactofprofessionallearningon
staffpracticesandincreasesin
studentlearningoccurs
extensively.Evaluationresultsare
usedtoidentifyandimplement
processestoextendstudent
learning.

Level3
Operational
Monitoringandevaluatingthe
impactofprofessionallearningon
staffpracticesandstudentlearning
occursroutinely.

Level2
Emerging
Monitoringandevaluatingthe
impactofprofessionallearningon
staffpracticesoccurssporadically.

Monitoring
impactofp
staffpracti
ever.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above Teac
administrators are routinely evaluated under the TKEYS. Many of the professional learnings th
align with TKEYS.

RECOMMENDATIONS:
Evaluation results are not consistently used to identify and implement processes to extend stu
think that we struggle in this area due to lack of follow-up. My recommendation is that teache
administrators meet to discuss feedback after every walk-thru and observation. As of now, we
to meet with administrators at the very beginning of the year and at the end of the year. Meet
year has not proven to be effective in evaluating professional learning.

KSUITECProfessionalLearningStandard:Professionallearningreinforceseducatorsunderstandinganduseofstrateg
equityandhighexpectationsforallstudents,applicationofresearchbasedteachingstrategiesandassessmentprocesses,an
familiesandotherstakeholdersinpromotingstudentlearning.
Level4
Exemplary
Classroom practices (e.g.,
considering interests,
backgrounds, strengths, and
preferences to provide
meaningful, relevant lessons
and assess student progress,
differentiating instruction,
and nurturing student
capacity for selfmanagement) of all teachers
reflect an emotionally and
physically safe environment
where respect and
appreciation for a diverse
population is evident. There
are high achievement
expectations for all students
and teachers. The principal
and other leaders provide
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.

Level3
Operational

Classroom practices of
most teachers reflect skill
in communicating high
expectations for each
student and adjusting
classroom activities to
meet student needs.
Respect for students
cultures and life
experiences is evident
through the emotionally
and physically safe
learning environment
where students of diverse
backgrounds and
experiences are taught the
school code of conduct
(customs) to help them be
successful in the school
context.

Level2
Emerging

Classroom practices of
some
teachers reflect evidence
of teachers training in
understanding 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.

Classroom
ornoevide
trainingin
impactthat
race,disab
culture,hig
socialclass
teachersha
learningpr

EVIDENCE: In the space below, provide detailed evidence supporting your rating above Mos
building show a profound respect for all cultures, seek to provide a safe learning environment
strategies that challenge all students. We utilize the parent liaison, counselor, ESOL teacher, a
members to assist in establishing better relationships with our students and families. We prov
mentoring and several family oriented events (Muffins with Mom, Donuts with Dad, Math Nigh
us to learn more about our students through their families. During these events, we provide h
as well as headset interpreters to non- English speaking families to ensure that all parents fee

RECOMMENDATIONS:
Differentiation is incredibly necessary in every classroom however teachers in my school don

we are differentiating effectively. I recommend that more professional learning is offered that
teachers what differentiation looks like in the classroom. I also think that professional learning
incorporate technology and various ways that it can be used to easily differentiate instruction