Beruflich Dokumente
Kultur Dokumente
Whitney Patterson
Demonstrated Need
Introduction
Visual Literacy is a topic that Carroll County School System could benefit from in the field of 8 th
grade, physical science. Data driven instruction is important when making decisions for instructional
purposes. The first step is to examine the data for Carroll County Schools to determine if there is a need
for a professional learning program for 8th grade science teachers that focuses on visual literacy.
Vasquez, Troutman, and Comer suggest the need for visual literacy in the science classroom by
stating, Classroom science programs need to provide students with explicit instructions in how to
navigate these visuals, to interpret the information presented, and to make and use visuals as a means to
demonstrate understanding (Vasquez, Troutman & Comer 2010). Furthermore, Beaudoin states, In
parallel with these developments has been an increased understanding of the role that visual content
plays in the exchange of information and the development of knowledge. This modified focus among
libraries and archives has led to recognition that these institutions need to 1) develop programs that
support the understanding and use of visual content among their constituencies, and 2) describe the
visual materials held within their collections (Beaudoin 2016). My research contains both quantitative
and qualitative data to support the need for a visual literacy program in 8th grade science
classrooms. The quantitative data was collected from the GaDOE website along with a copy of the 2016
Carroll County School Annual Report. The quantitative data came from peer reviewed articles in the
Quantitative Data
After examining the state of Georgias results from the 2016 Georgia Milestones assessment, I
found a trend that is helpful in pursuing a visual literacy program for 8 th grade science. Reviewing all core
content subject areas, science has the highest percentage of beginning learners in comparison to
language arts, social studies, and math. Figure 1. highlights the comparison. This shows that students
are not performing well, or not as many students are performing well in the field of science. To close the
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gap between performance among varying subjects, a visual literacy program is beneficial. Also, within
the Annual Report for Carroll County Schools, there is a section that describes an initiative for STEM. It
states, Carroll County Schools emphasizes Science, Technology, Engineering and Math (STEM)
integration as a method to engage students and encourage interest in these critical areas (CCBOE
2016). Knowing that Carroll County School System is strongly rooted in engaging students with STEM, a
professional learning program for visual literacy using advanced technology would not only fit nicely with
the science aspect of STEM, but has the potential to restore Georgia Milestones scores in the field of
science.
Figure 1. Percent of Students in the 8th Grade that Fell in Each Performance Level on the
Qualitative Data
Using the data that I found through my research, there is a correlation between student
performance in science, and the way the students are understanding the visual literacy of each
question. McTigue and Flowers state, Use of science books in early elementary grades has gained
recent momentum, particularly since Dukes (2000) influential study that documented a lack of
informational texts at this level. Although increased experience will help students navigate such texts,
simply having more exposure to informational texts does not ensure an understanding of science
graphics (McTigue & Flowers 2011). Students are taught to read at an early age and understand what
they read, but rarely are they taught how to fully understand the meaning of graphics fully. This is
evidence of one reason that the data was the worst for science students as opposed to other content
areas. McTinge and Flowers support my ideas on this topic by saying, Additionally, students need
diagrammatic literacy to succeed on high stakes tests. In an analysis of U.S. state science tests from
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grades 48, more than half of the questions included graphical representations, and 80% of those
graphics contained essential information (Yeh & McTigue, 2009). In other words, if students could not
accurately decode graphics, they would struggle with 40% of the test items on high-stakes science tests
(McTigue et al 2011). The actual results are very close to what McTique and Flowers state. Thirty-Five
percent of students fell in the lowest category for 8th grade science which is beginning. Looking at the
bigger picture, 35% is not that far off from 40%. I agree with Tigue and Flowers that this is a result of
students not knowing how to interpret visual graphics, diagrams, and other forms of visual literacy.
Additionally, Miller, Cromley, and Newcombe state, Visual representations are essential aspects of
science instruction (Ainsworth, Prain, & Tytler, 2011; Newcombe & Stieff, 2011). Furthermore, visual
representations are ubiquitous in educational materials with science textbooks having more than one
visual representation per page. At the same time, research has shown that students have very poor
comprehension of visual representations (Canham & Hegarty, 2010; Florax & Ploetzner, 2010; Seufert,
Schtze, & Brnken, 2009) (Miller, Cromley & Newcombe 2016). Another supporter, Tomas, states,
Schoultz (2000) has shown that interpreting science items is a major problem for students. This may be
due to single technical terms that students do not understand, or highly abstract examples that are
difficult to connect to the response options. Some students may have the necessary skills and strategies
to solve a problem, but if they do not understand the question as such, they will probably not be able to
answer it correctly (Tomas 2016). After examining the research, evidence supports that science
teachers must explore instructional strategies that not only teach the standard, but also teach students
Campbell describes the SMART acronym when creating goals by saying, S.M.A.R.T.
frequently used without the periods, as SMARTis an acronym for a goal-setting practice. The letters
most often stand for specific, measurable, attainable, relevant, and timely (Cambpell 2016). After
examining the weights of the Georgia Milestones Standardized Test, one area of focus is emphasized on
the first content area standard for 8th grade science. For the first goal to be specific, all areas of the
standard should be considered. Students will distinguish between atoms and molecules, describe the
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difference between pure substances and mixtures, describe the movement of particles in solids, liquids,
and gases, distinguish between physical and chemical properties, and distinguish between physical and
conducting four benchmark exams containing these topics throughout the school year. The purpose is to
see if students can show growth on the topic of the structure of matter. This is achievable by closely
monitoring student data each nine weeks during the duration of the entire school year. This is achievable
because each nine weeks, standard one will be revisited to push students to increase one performance
level. For example, a student might try to move from a beginning learner to a developing learner, or a
proficient learner moving towards a distinguished learner. To make it a timely goal, smaller steps will lead
to larger results. Therefore, benchmarks will be in place during each nine weeks. The time frame for the
entire professional development program is one year. After considering all areas of the SMART
framework, the first goal considering content is that students will increase their performance by at least
one achievement level within one year in the structure of matter, and will be closely monitored by four
benchmark exams each nine weeks. Along with this goal, there are four underlying objectives that are
put in place to help achieve success with this goal. Figure 2. outlines the objectives that align with goal
area one.
Objective 2 Teachers will participate in on-going training to learn how to fully use USA
student data.
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Objective 4 Teachers will identify students who require remediation before the next
Objectives outline each goal area of the plan. For the first goal area, four objectives help to
achieve the goal. Firstly, using classroom sets of Chromebooks, students will participate in learning
modules located within USA Test Prep to focus on standard one. This will help students learn the content
and practice the content before any assessments. Secondly, Teachers will participate in on-going
training to learn how to fully use USA Test Prep and Illuminate to collect on-going student data. Teachers
can learn exact weaknesses by doing this with their students. Thirdly, collaborative meetings for teachers
will be held after each benchmark exam to review and interpret student data. Teachers must understand
how to interpret the data that they are keeping on their students. This professional development objective
will help coach and lead teachers to know what exactly they are looking for. Lastly, teachers will identify
students who require remediation before the next benchmark exam and take the steps to re-teach the
content. This is will help properly remediate students to achieve the goal to push the students to the next
achievement level.
After brainstorming some technology integration goals and researching several peer reviewed
articles on the topic of visual literacy, I found some important items to consider. Relating to the SMART
Model, this goal must be specific. Students and teachers will be exposed to devices and programs that
will support the students content, while also supporting teachers with collecting student data. The devices
that will be used are individual classroom sets of Chromebooks. The program in which data will be
collected is called Illuminate. Students will use Illuminate to take their four benchmark exams while the
program collects student data on standard one. Along with Illuminate, students will use USA Test Prep
which helps students have standards-based practice in between benchmark exams. Teachers are
coached to make sure that they know how to use these specific programs to achieve the goal. The
technology goal is measurable with the help of technology leaders to ensure that teachers receive quality
training. The goal is to have teachers using these programs 100% on their own on a continuous, daily
basis within the first nine weeks. Therefore, the second and third nine weeks, teachers adjust to using
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their resources more independently. After considering the SMART framework, the second goal focusing
on technology integration is that teachers will continuously use the programs Illuminate and USA Test
Prep throughout each nine weeks to monitor student progress and collect student data to push students
to the next achievement level. Figure 3. Outlines objectives for goal area two.
Teachers will continuously use the programs Illuminate and USA Test
GOAL AREA TWO
Prep throughout each nine weeks in order to monitor student progress
achievement level.
The second goal focusing on technology integration is that teachers will continuously use the
programs Illuminate and USA Test Prep using classroom sets of Chromebooks throughout each nine
weeks to monitor student progress and collect student data to push students to the next achievement
level. Along with this goal, several objectives need to support this goal. Firstly, each classroom needs to
be equipped with Chromebooks that are up to date on software and able to access the
internet. Additionally, Central Middle School funds the use of USA Test Prep with a yearly due. The
program is very beneficial when identifying students who need remediation. Secondly, teachers
participate in on-going training for Illuminate. Teachers need to know how to navigate the site and how to
properly use the site if the professional development program is successful. Thirdly, administrators attend
professional learning and collaborative meetings to support the program fully. Administrators assist in the
data review process and offer teacher support. Lastly, Teachers use visual literacy strategies of a 21st
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Century classroom with the ultimate goal in mind to increase student achievement on the Ga
Milestones.
Plan of Operations
My professional learning development topic focuses around visual literacy for 8th grade, physical
science teachers. The professional learning opportunity spans for a five-day window where teachers
learn specific strategies to use in their 8th grade science classrooms. Each day, teachers learn how to
use and implement a new application that will fulfil two major goals. The first goal for my professional
development program for 8th grade science visual literacy is that students will increase their performance
by at least one achievement level within one year in the structure of matter, and will be closely monitored
by four benchmark exams each nine-weeks. Throughout the duration of teaching the structure of matter,
teachers are expected to use the five applications that use visual literacy to help students understand
standard one, the structure of matter. On the first day, teachers are exposed to the program Piktochart,
and have an opportunity to master how to use the site. Teachers also explore topics that their students
could use with this application. On this day, teachers focus on infographics as an area of visual literacy
for students. The second day focuses around training with the program Linoit.com. This program uses
interactive cork boards as visual representations to arrange and describe concepts. Teachers will be
trained on how to operate this program so that they can train students in their own classrooms. On the
third training day, 8th grade science teachers are introduced to the free program Symphonical. This
application allows students to collaborate electronically and organize certain science concepts with sticky
notes, pictures, and other types of media. The fourth day, teachers are exposed to learning Lucid
Chart. Within this application, teachers explore how this site can help students master diagrams by
creating them. Not only will students learn how to find a deeper meaning by exploring diagrams, but they
will be creating them as well. Finally, on the fifth day, teachers master Onlinecharttool.com. It is a
wonderful website that focuses on all types of graphs and models. It exposes students to various types of
visual literacy that is science related and helps teachers achieve the goal of improving visual literacy
skills. Figure 4. describes the daily agenda for each planning day throughout the duration of the summer
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Figure 4. Agenda for All 5 Summer Planning Days
9:30- 10:00 Have teachers log into the Programs may require teachers to create an account
specific program for that day on with a username and password. They will do this
individual Chromebooks and during this time frame as well as explore tools.
10:00- Group teachers into pairs and The facilitator may assign different standards for
10:30 have them select a science each group so that teachers can all share the list of
standard to focus on. expectations for each standard. This will help all
10:30- Whole group share Groups will share their findings of the expectations
to pick up lunch.
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12:15-2:00 Teacher Created Example Teachers work in pairs to create an exemplary
2:00-3:30 Present and Critique Each pair of teachers will present in front of the
differently.
3:30-3:45 Complete survey on professional All participants complete a survey at the end of each
Follow Up Meetings
The three follow-up meetings in the summer are designed to dissect data from student
benchmark scores. During these days, teachers will monitor student progress to help fulfill the second
goal of the professional development program for 8th grade science teachers. The second goal focusing
on technology integration is that teachers continuously use the program Illuminate throughout each nine
weeks in order to monitor student progress and collect student data to push students to the next
achievement level by the end of the school year. Each nine weeks, students complete a benchmark
exam that generates data on the structure of matter along with other concepts learned during the
designated time frame. Since the goals for this professional development plan focus on standard one,
data will be specifically examined from standard one, but students will continue to see questions from
other standards as well. After the completion of each benchmark exam, teachers collaborate to
determine exactly where student weaknesses are. Teachers are trained on how to generate performance
reports within Illuminate for students to be identified. Teachers will learn 5 different programs that focus
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on visual literacy. Next, teachers will implement all five visual literacy programs with their classes while
teaching the first unit of the structure of matter. Towards the end of the first nine weeks, the second nine
weeks, and the third nine weeks, students complete a benchmark exams. After the completion of each
benchmark exam, teachers will collaborate and discuss the data while also planning remediation
strategies.
Evaluation
DiPaola reflects on evaluation and states, Although the functions and responsibilities of
principals as supervisors and evaluators are qualitatively different (formative versus summative) and have
different authority relations (informal versus formal), both processes work toward the same goals of
improving teacher performance and student learning (Dipaola 2014). Considering DiPaolas ideas, it is
important to remember that formative and summative evaluation occurs during the professional
development plan. Google Forms is mentioned within an article and the author states, Its a web-based
surveying tool and part of the office suite offered by Google with its Google Drive service. It enables you
to create surveys and forms, distribute them, and then collect and analyze the responses (Google Forms
2017). Because of the ease of distribution and the ability to collect and analyze data, Google Forms will
be utilized as the main program to collect data from program participants. Within my professional
development program, certain modules will be evaluated by Google Forms to gather data on the learning
process and success. There are a series of instructional meetings for teachers to learn five different
applications for incorporating visual literacy within unit one of 8th grade physical science
curriculum. Each Google Form survey will be aligned with questions about each aspect of the
programs. It is specifically aligned with the learning goals and objectives found within the professional
development plan. Evaluation is based on Google Forms with a series of five surveys. Participants
complete one survey after each professional development learning experience. Additionally, there are
three days incorporated for data review. A Google Form survey will question teachers on their
experiences using visual literacy programs, collecting data through Illuminate, making instructional
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Evaluation Expected Outcome
Data evidence shows how successful the program could potentially be. After the Milestones
testing is complete, it is expected to see that students increase their achievement level on the topic of the
structure of matter specifically, at least one achievement level from the first benchmark exam given, to the
time that the Milestones are given because of the direct use of visual literacy strategies and content
specific learning modules. This is done by using the five programs used for visual literacy, and two
additional programs for data: Illuminate, and USA Test Prep. Data will be collected and student growth is
Evaluators
Each participant is expected to complete a survey created on Google Forms after each instructional
meeting over the visual literacy strategies taught. They also, are expected to complete a survey after
each additional data review meeting. Participants include all 8th grade teachers who teach physical
science that are affiliated with Carroll County School District. Teachers and at least one administrator
from each participating school should be present to help deliver concepts to other grade levels and
subject areas in the future. Also, an external evaluator plays a significant role. Holden and Zimmerman
discuss an external evaluator by saying, One of the first tasks for evaluators in planning an evaluation is
assessing the context in which the evaluation will occur, the role and relationship of the evaluator with
those in the setting, and the level of analysis that the evaluation sponsors expect (Holden & Zimmerman
2009). In the professional development program, the context will occur between twelve 8 th grade science
teachers and a professional development team. The tools utilized during the professional development
plan are outlined in figure 5. These tools are used to help student data, remediate or reteach curriculum,
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student performance on county results to make instructional
USA Test Prep identified for remediation. This on USA Test Prep to re-learn
reteach lessons
continually develop the skills and knowledge needed to perform the duties required for a specific job,
especially those in a field as dynamic as education (Guskey 2000, 275). The purpose of professional
development is not only to enable those who receive it to do their jobs better, but to equip educators with
needed skills and knowledge so they are able to help students succeed in learning at high levels (Weeks
et al 2017). To be successful in equipping educators with skills and knowledge, certain roles and
responsibilities must be outlined before the roll out of the plan. Figure 6. outlines the roles and
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responsibilities of each participating role within the professional development plan. The responsibilities
were considered before selecting the individuals that would serve in each role.
Workshop Main person who plans the entire professional development plan. Creates
Developer a blueprint for the entire professional development plan.
Creates the budget, plans meetings, assigns members for recruitment, and
activities for teachers to bring into their classrooms.
Researches the most effective ways to reach success with organizational
change
Creates surveys for member completion after each PL meeting
Creates a Google Form for the final evaluation of the professional
development course.
Workshop Knows their audience and is familiar with effective methods to teach their
Facilitator audience.
Leads professional development meetings to staff during the professional
development meetings
Assists in participants achieving their goals outlined in the professional
development plan
Makes decisions and organizes teaching and learning ideas
Capacity
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HanganuOpatz, Mameli, Kradttir, & SpiresJones state the importance in selecting members of
a professional development plan by stating, The importance of picking good people to be in your lab
cannot be overstated. Talented, driven and hardworking people who are happy in the group are
productive, move the scientific goals of the lab forward, and stand a good chance of having their own
successful career (HanganuOpatz, Mameli, Kradttir, & SpiresJones 2015). Considering this
information, individuals who are selected for this professional development plan are selected carefully
because of certain credentials that each candidate holds. The following individuals are carefully selected
and assigned to specific roles related to integrating visual literacy in 8 th grade science classrooms within
Carroll County School Systems. These individuals are selected on their credentials and experience
needed for a successful program. While considering a professional development plan for using visual
literacy for 8th grade science educators in Carroll County School District, certain roles need to be
considered. Each role is outlined with a specific person, role, and description of why that person was
selected. Project director, assistant project director, workshop developer/consultant, workshop facilitator,
and the external evaluator are some of the key roles within the workshop development. Before I assigned
certain members for specific members, I reflected on the largest leaders in Carroll County with science
backgrounds, technology backgrounds, and leaders who have led effective professional development
programs in the past. It was important that I select members who have the correct experience and
knowledge to lead the program. The following table describes the roles, personnel, and reasons why I
Johnson and Parente define a project director by saying, In a project matrix, a manager is the
person who will oversee the project and has ultimate responsibility for its completion (Johnson and
Parente 2013). Considering a member who had credentials to oversee the project, I selected Zoe Evans.
Zoe Evans is the current principal of Bowdon High School. She served as president of GSTA and
formerly taught 8th grade science for ten years. She has led several leadership and staff meetings in the
form of professional development. She is nationally board certified and served as a contributing member
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Assistant Project Director: Carol Turner
Carol Turner is one of the assistant principals at Central Middle School. She has also served with
GSTA and formerly taught 7th grade science for 12 years. She is comfortable leading programs and has
also led several professional development and staff meetings. Carol is also nationally board certified and
helped write and review the Georgia Performance Standards for science.
I (Whitney Patterson) would make a great workshop developer because I researched models for
success in MEDT 8462. I have spent time looking at models that work and models that are ineffective. I
feel that I can contribute by creating materials that are used during the professional development plan
LLC. Georgia Evans plays a huge role in various Carroll County professional development
plans. Educators tend to feel comfortable with Georgia Evans and tend to get a lot out of the experiences
that she has provided. She is well known in Carroll County and holds a great rapport with educators and
The role of the external evaluator is important. Gamrat, Zimmerman, Dudek, and Peck write,
Thoughtful discussion with an expert practitioner is a key activity building toward collaborative
personalized PD (Gamrat, Zimmerman, Dudek, and Peck 2014). Courtney Rogers is the assigned
person in the role of external evaluator because she has experience observing and discussing teacher
observations within Carroll County School System. Courtney Rogers is employed at the county office at
Carroll County Schools. She is the coordinator for teaching and learning. Courtney also has a strong
technology background as she has led many professional development opportunities to train educators
on several different technology-based programs such as Illuminate. She has worked with teachers who
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Budget Summary
Figure 7. summarizes the budget plan for integrating visual literacy in 8th grade science
classrooms.
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Budget Narrative
The grand total for the entire professional development program is highlighted in the proposed
budget summary. The itemized narrative seen below highlights all costs as individual items on the budget
planning page.
Zoe Evans is named the project director and is allotted $5,000.00 for the entire professional
development plan. Her role is also allotted $1,450.00 for fringe benefits. Zoe Evans is the principal of
Bowdon High School. She served as president of GSTA and formerly taught 8th grade science for ten
years. She has led several leadership and staff meetings in the form of professional development. She
is nationally board certified and served as a contributing member in reviewing the Georgia Performance
Carol Turner is named the assistant project director and is allotted $3,000.00 for the entire
professional development program. Her role is allotted $1450.00 for fringe benefits. Carol Turner is one
of the assistant principals at Central Middle School. She has also served with GSTA and formerly taught
7th grade science for 12 years. She is comfortable leading programs and has also led several
professional development and staff meetings. Carol is also nationally board certified and helped write
Whitney Patterson is named project director. $1,500.00 is allotted for the entire professional
development program. I (Whitney Patterson) would make a great workshop developer because I have
researched models for success in MEDT 8462. I have spent time looking at models that work and
models that are ineffective. I would like to play a role in the professional development plan and help to
Georgia Evans is named the project facilitator and is allotted $1,500.00 for the entire project plan.
Georgia Evans is an educational performance consultant at Quality Education Services LLC. Georgia
Evans plays a huge role in various Carroll County professional development plans. Educators tend to
feel comfortable with Georgia Evans and tend to get a lot out of the experiences that she has
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provided. She is well known in Carroll County and holds a great rapport with educators and leaders
There are no additional costs for support personnel. The members who will serve as support
personnel are already playing a key role. Georgia Evans, Whitney Patterson, and Courtney Rogers will
Carroll County Schools houses two science teachers within each grade level located at each of
the six middle schools within the county. Each 8th grade science teacher will gain a stipend of $500.00 for
attending the professional development program. Five-hundred dollars multiplied by twelve teachers is
equal to $3,000.00.
Carroll County School System does not cover costs for travel nor meals if the professional
development plan is housed within Carroll County and the facilities used are owned by Carroll County
Schools. The location of the meetings will be held at Central Middle School which is within Carroll County
The cost to register for the program is $40.00 per teacher. Because there are 12 teachers
planning on attending the professional development program, the total cost in the category f teacher
Courtney Rogers is named as the programs external evaluator. The allotted funds for an
external evaluator is $3,500.00. Courtney Rogers is employed at the county office at Carroll County
Schools. She is the coordinator for teaching and learning. Courtney also has a strong technology
background as she has led many professional development opportunities to train educators on several
different topics.
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Supplies $0.00 (TQ Funds)
There is no additional cost for supplies. At Central Middle School, each content teacher has a
class set of Chromebooks. For each professional development session, 12 Chromebooks will be
borrowed from a teacher at Central Middle School. There are no additional costs for supplies because
Resources
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Carroll County Board of Education (2016). Carroll County School System Annual Report. pp. 1-24.
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