8462_Grant Proposal

Whitney Patterson

July 17th, 2017

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

UWG library database.

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

2015-2016 Georgia Milestones Assessment

Distinguished Proficient Developing Beginning

ELA 8% 36% 36% 20%

Math 11% 29% 38% 21%

Science 8% 26% 31% 35%

Social Studies 10% 28% 37% 25%

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

how to interpret visuals.

Goals and Objectives

Goal Area One

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

chemical changes (Department of Education 2016). Knowledge of the standard is measurable by

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.

Figure 2. Objectives that Align with Goal Area One

Students will increase their performance by at least one achievement

GOAL AREA ONE
level within one year in the structure of matter, and will be closely

monitored by four benchmark exams each nine weeks.

Objective 1 Using classroom sets of Chromebooks, students will participate in learning

modules located within USA Test Prep to focus on standard one.

Objective 2 Teachers will participate in on-going training to learn how to fully use USA

Test Prep and Illuminate to collect on-going student data.

Objective 3 Collaborative meetings will be in place to allow teachers to deeply review

student data.

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 Objective 4 Teachers will identify students who require remediation before the next

benchmark exam and take the steps to re-teach the content.

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.

Goal Area Two

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.

Figure 3. Objectives that Align with 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

and collect student data in hopes to push students to the next

achievement level.

Objective 1 Each classroom is equipped with Chromebooks that are up to date on

software and able to access the internet.

Objective 2 Teachers participate in on-going training for Illuminate.

Objective 3 Administrators attend professional learning and collaborative meetings to

support the program fully.

Objective 4 Teachers use visual literacy strategies of a 21st Century classroom.

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

Five Day Workshop

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

professional development meetings.

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 Figure 4. Agenda for All 5 Summer Planning Days

Time Description Details

9:00-9:30 Introduce the program Monday- Piktochart

application being taught on that Tuesday- Linoit.com

day. One program that uses Wednesday- Symphonical

visual literacy to assist in Thursday- Lucid Chart

mastering the science standards Friday- Onlinecharttool.com

will be focused on each day.

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.

walk them through the logistics

of how to operate the tools that

the program offers.

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

teachers be on the same page when the plan rolls

out into individual classrooms.

10:30- Whole group share Groups will share their findings of the expectations

11:00 that each standard requires in an exemplary project.

11:00- Lunch break Lunch is not provided for participants. Teachers

12:00 must arrange to bring a lunch or take the hour break

to pick up lunch.

12:00- Welcome participants Welcome participants back and remind participants

12:15 of the main goals and objectives before allowing

them to work in groups.

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 12:15-2:00 Teacher Created Example Teachers work in pairs to create an exemplary

sample of what they should expect to see from

students. Teachers also create a rubric on how the

assignment will be graded.

2:00-3:30 Present and Critique Each pair of teachers will present in front of the

whole group. They will explain their set expectations,

sample work, and established rubric to the whole

group. Other teachers can make notes about each

standard and discuss as a group what could be done

differently.

3:30-3:45 Complete survey on professional All participants complete a survey at the end of each

development experiences professional learning session on their professional

learning experiences for the developer to gain

feedback on each session.

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

decisions based on data, and finding means for remediation opportunities.

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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

constantly measured to keep track of student progress.

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,

and collect data from teachers throughout the program.

Figure 5. Data Collection Tools for Evaluation

Tool How the Tool Evaluates To Whom the Tool Effects

Used for collecting student data Students take assessments on

Illuminate and achievement based on illuminate, teachers use the

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 student performance on county results to make instructional

uploaded benchmarks decisions

Used after students are Students complete the modules

USA Test Prep identified for remediation. This on USA Test Prep to re-learn

tool has several standards material. Teachers can monitor

based modules that teachers their students progress through

can assign individual students to the program.

reteach lessons

Used to collect information from The teachers participating in the

Google Forms the teachers about their professional development plan

opinions and learning are the ones who complete

experiences throughout the surveys, and opinion quizzes to

implementation of the gain information on how

professional learning effective the professional

development plan learning is.

Partnerships and Facilities

Roles and Responsibilities

Weeks described professional development by saying, Professional development is a way to

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.

Figure 6. Roles and Responsibilities

Role Roles / Responsibilities

Project Director Responsible for managing the professional development plan

Strategizes the most effective logistics and planning to roll out the plan
Manages the team to its fullest potential including referencing the budget,
coordinating responsibilities for the team, and being the main leader of the
team.
Manages program from the beginning to the end
Assistant Project Responsible for communicating goals of the team
Director Assists the project director in strategizing the most effective logistics and
planning to roll out the plan
Assists in maintaining the budget
Attends professional development meetings and oversees progress
Manages project from the beginning to the end

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

External Performs classroom observations in 8th grade science classrooms county-

Evaluator wide
Takes notes on what teachers are doing and strengths and weaknesses of
their performance.
Makes notes on how each teacher is using technology.
Assists in training teachers on specific programs outlined in the
professional development plan.

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

selected them for each role.

Project Director: Zoe Evans

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

in reviewing the Georgia Performance Standards for science.

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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.

Workshop Developer: Whitney Patterson

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

and help to maintain success in the experience.

Workshop Facilitator: Georgia Evans

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 provided. She is well known in Carroll County and holds a great rapport with educators and

leaders within the county.

External Evaluator: Courtney Rogers

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

teach several different subjects, science included.

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 Budget Summary

Figure 7. summarizes the budget plan for integrating visual literacy in 8th grade science

classrooms.

Figure 7. Budget Summary

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17
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 Budget Narrative

Grand Total $22,752.00 (TQ Funds)

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.

Personnel and Fringe Benefits $13,900 (TQ Funds)

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

Standards for science.

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

and review the Georgia Performance Standards for science.

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

maintain success in the experience.

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

within the county.

Support Personnel $0.00 (TQ Funds)

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

be available to support the entire professional development process.

Participant Costs $3,000.00 (TQ Funds)

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.

Travel Expenses $0.00 (TQ Funds)

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

limits and is also a Carroll County School location.

Teacher Registration Fees $480.00 (TQ Funds)

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

registration fees is $480.00.

Evaluation Costs $3500.00 (TQ Funds)

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

everything is electronic and free to use as resources.

Resources

Beaudoin, J. E. (2016). Describing Images: A Case Study of Visual Literacy among Library and

Information Science Students. College & Research Libraries, 77(3), 376-392.

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