Lisa Flicker- Assignment 1: Current Reality and GAPSS Assignment Description

Total Possible Points: 125

Due Date:
PROFESSIONAL LEARNING CURRENT REALITY & GSAPS REVIEW
Part A. Professional Learning Current Reality (APA narrative)- Request a copy of your
schools current professional learning plan. Discuss the plan with your principal or
available administrators, faculty and/or staff and use the discussion as a basis for
answering the following questions regarding the current reality of professional learning in
your school.
1. What is the vision for the use of technology in your school? In other words, describe the
schools aspirations and intents for how teachers and students will use technology in the
teaching and learning process. (PSC 1.1/ISTE 1a)
2. How are the professional learning needs identified in your school? Are they data driven?
(PSC 5.1/ISTE 4a)
3. What forms of professional learning are provided in your school? (study groups, learning
teams, book studies, workshops, mentoring, peer observations, coaching, examining
student work using protocols, lesson planning, etc.) Is it mainly individual or
collaborative? Explain. (PSC 5.2/ISTE 4b)
4. What types of technology-related professional learning have been offered at your school
within the last year? (Ex: whiteboards, wikis, blogs, etc.) (PSC 5.2/ISTE 4b)
5. What type of follow-up support is provided AFTER a professional learning session in order
to help teachers master new strategies and content and integrate them into their
classroom practice? (PSC 5.2/ISTE 4b)
6. Is the professional learning aligned to the school improvement goals? If so, how? (PSC
1.2/ISTE 1b)
7. How is professional learning funded in your school? (PSC 1.3/ISTE 1c)
8. What are the incentives for teachers to participate in professional learning and to improve
their practice? (PSC 1.3, 1.4/ISTE 1c, 1d)
9. Is professional learning offered that assists teachers in working with students with special
needs and those who come from culturally and linguistically diverse backgrounds? If so,
describe. (PSC 4.3/ISTE 5c)
10. In what types of collaborative school-wide professional learning teams do teachers
participate? How are these related to the school improvement plan? (PSC3.7/ISTE 3g)
11. How is the impact of professional learning on teacher practice and student learning
evaluated? In other words, how do you know whether the professional learning is
translated into practice? How do you know if the professional learning improves student
learning? (PSC 5.3/ISTE 4c)

PART B. GSAPS REVIEW (Template)- Complete the Professional Learning Georgia School
Assessment of Performance Standards (GAPSS) rubric provided by your professor (and
attached to the end of this document). Based on your discussions with your principal and
the answers to the questions above, evaluate your schools performance related to
professional learning using the rubric. Provide a brief explanation of the evidence to
support your rating (one piece of data will suffice). Provide a brief explanation of your
recommendation(s) for each standard. (PSC 5.3/ISTE 4c)

Version: Spring 2016

Steps:
1. Obtain a copy of your schools current Professional Learning Plan. Read the plan carefully.
2. Read and begin to answer questions Part A on page 6 of PL Current Reality/GSAPS Review
Template.
3. Discuss the Professional Learning Plan with your school principal. Be sure to ask questions
that help you reply to all components of Part A.
4. Expand your answers on Part A questions based on your discussion with the principal.
Compose the Professional Learning Current Reality as a single narrative.
5. Complete Part B beginning of the PL Current Reality/GSAPS Review Template (see template
below). Provide brief explanations of the evidence supporting your ratings (One piece of
data will suffice). Provide brief explanations for your recommendation(s) on each standard.
6. Turn in your narrative for Part A and your completed GSAPS template for Part B

Version: Spring 2016

 Assignment 1: Current Reality and GSAPS Review Rubric

Criteria Below Basic Basic Proficient Advanced

The vision is comprehensive and
The vision clearly describes addresses learning outcomes, as
The vision is incomplete and
the aspirations and intents well as technology outcomes. It
does not clearly describe how
Criterion 1 for how teachers and clearly and concisely states how
teachers and students will use
Vision The vision is not students will use technology will be used to
technology in the teaching and
(PSC 1.1) included. (2 pts or less) technology in the teaching improve student learning; It
learning process; OR very few
10 pts and learning process. indicates the benefits that will
examples are included or they
Specific examples are result from the use of technology
are vague or incomplete. (6 pts)
included. (8 pts) by students, teachers,
administrators or others. (10 pts)
The description of how the
professional learning needs are
The description of how the
identified in the school is clear
The description of how professional learning needs
Criterion 2 The description of how the and comprehensive. The candidate
the professional learning are identified in the school
Needs Assessment professional learning needs are evaluates whether the strategies
needs are identified in clearly identifies the
(PSC 5.1) identified in the school is vague used to identify the professional
the school is not strategies used to determine
10 pts or incomplete. (6 pts) learning needs are data-driven.
included. (2 pts or less) the professional learning
Perspectives from both teachers
needs in the school. (8 pts)
and administrators are included.
(10 pts)
The forms of professional
learning (study groups,
The forms of professional
learning teams, book
learning (study groups, learning The forms of professional
studies, workshops,
teams, book studies, workshops, learning provided in the school
mentoring, peer
The forms of mentoring, peer observations, are thoroughly described. Follow-
Criterion 3 observations, coaching,
professional learning coaching, examining student up strategies used in the school
Professional Learning examining student work
available in the school work using protocols, lesson are also described. Specific
(PSC 5.2) using protocols, lesson
are not described. (2 pts planning, etc.) and the types of examples of professional learning
10 pts planning, etc.) and the
or less) technology-related professional programs offered in the school are
types of technology-related
learning offered in the school are described in detail. (10 pts)
professional learning
not clearly described, vague or
offered in the school are
incomplete. (6 pts)
clearly identified and
described. (8 pts)

Version: Spring 2016

 Assignment 1: Current Reality and GSAPS Review Rubric
Criterion 4 The alignment (or non- The alignment (or non- The alignment (or non- The alignment (or non-alignment)
Alignment to School alignment) to the school alignment) to the school alignment) to the school to the school improvement goals
Improvement Goals improvement goals is improvement goals is not clearly improvement goals is is thoroughly described and a
(PSC 1.2) not described. (2 pts or described, vague or incomplete. clearly identified and detailed analysis is provided. (10
10 pts less) (6 pts) described. (8 pts) pts)
Criterion 5 The funding sources and The funding sources and The funding sources and
The funding sources and
Funding & Incentives incentives are not clearly incentives are clearly incentives are thoroughly
incentives are not
(PSC 1.3, 1.4) described, vague or incomplete. identified and described. (8 described with specific budget
described. (2 pts or less)
10 pts (6 pts) pts) figures included. (10 pts)
The professional The professional learning The professional learning
Criterion 6 The professional learning
learning opportunities opportunities focused on opportunities focused on
Diversity opportunities focused on diversity
focused on diversity (if diversity (if available) are not diversity (if available) are
(PSC 4.3) (if available) are thoroughly
available) are not clearly described, vague or clearly identified and
10 pts described. (10 pts)
described. (2 pts or less) incomplete. (6 pts) described. (8 pts)
The types of The types of collaborative The types of collaborative school-
Criterion 7 The types of collaborative
collaborative school- school-wide professional wide professional learning teams
Collaboration school-wide professional
wide professional learning teams are not clearly and how they are related to the
(PSC 3.7) learning teams are clearly
learning teams are not described, vague or incomplete. school improvement plan are
10 pts described. (8 pts)
described. (2 pts or less) (6 pts) thoroughly described. (10 pts)
The description thoroughly
describes how professional
Criterion 8 A description of how The description clearly learning is evaluated in the
The description of how
Evaluation professional learning is identifies how professional school. Specific examples of how
professional learning is evaluated
(PSC 5.3) evaluated is not learning is evaluated in the professional learning is changing
is vague or incomplete. (6 pts)
10 pts included. (2 pts or less) school. (8 pts) teacher practice and improving
student learning is included. (10
pts)
The Georgia Assessment Explanations are vague or Explanations are detailed;
Explanations are detailed,
Criterion 9 of Performance on incomplete; OR recommendations are provided
recommendations are
GSAPS Review School Standards recommendations are provided and justified with anecdotal
provided and justified with
(PSC 5.3) (GAPSS) review is not but not justified with anecdotal evidence and/or cited literature.
anecdotal evidence and/or
45 pts completed. (5 pts or evidence and/or cited literature. Evidence is linked or viewable by
cited literature. (30 pts)
less) (15 pts) reader. (45 pts)
_____Total Points
125 Total Possible Points

Version: Spring 2016

 Georgia School Performance Standards
PROFESSIONAL LEARNING
The means by which teachers, administrators, and other staff acquire, enhance, and refine the knowledge, skills, practices, and
dispositions necessary to create and support high levels of learning for all students

Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data

Level 4 Level 3 Level 2 Level 1

X Exemplary Operational Emerging Not Evident

Professional learning needs are
identified and differentiated
through a collaborative
analysis process using a
variety of data (e.g., student
achievement data, examination
of student work, process data,
teacher and leader
effectiveness data, action
research data, perception data
from students, staff, and
families). Ongoing support is
provided through
differentiated professional
learning.
Professional learning needs are Professional learning needs are Professional learning needs are
identified through a identified using limited identified using little or no
collaborative analysis process sources of data. data.
using a variety of data (e.g.,
student achievement data,
examination of student work,
process data, teacher and
leader effectiveness data,
action research data,
perception data from students,
staff, and families).

EVIDENCE: Holcomb Bridge Middle School creates professional learning opportunities and meets specific identified needs based
from academic progress data (S.T.A.R. testing, Milestones), teacher surveys created and implemented from the Personalized
Learning Coach, informal and formal classroom observations, from the Principals Student Advisory Council made (includes 4
students from 6th, 7th, and the 8th grades), and the School Governance Councils recommendations.
Opportunities for professional learning are offered through several differentiated pathways. These include e-learning
opportunities in which specific trainings may be offered in the format of a Nearpod or Webinar. Teachers are asked to complete
these professional learning options at their convenience. Other PL opportunities are presented as Choose 2/4, Teacher Voice and
Choice Personalized Learning. During this workshop type model, teachers will choose any 2 of the 4 options that apply most to
them or their interests. Typically these workshop options are led by fellow colleagues. There are also one-on-one coaching

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 Georgia School Performance Standards
sessions offered with the personalized learning coach, or whole-group sessions during grade-level meetings, backwards design
days, or teacher workdays.

Ed Tech Teacher Training 8/4/2017

Path and Pace Professional Learning Team Meeting 9/7/2017
Professional Learning Voice & Choice Opportunity (Choose 2) 9/8/2017

RECOMMENDATIONS: Professional Learning opportunities at Holcomb Bridge Middle School are fluid and functioning. They
include differentiated opportunities to meet the needs of all the teachers. A suggestion may be for the Path and Pace Professional
Learning Team to be given more time to work one-on-one with individual teachers. The Professional Learning Coach has a mixed
bag of responsibilities, by allowing this team to assist in some of her roles, this may help reach more teachers as the new iTunes U
platform is rolled out and expectations for using this to support personalized learning and voice and choice opportunities are
expected.

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April 2015
 Georgia School Performance Standards
Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance individual
and collective performance

Level 4 Level 3 Level 2 Level 1

Exemplary X Operational Emerging Not Evident

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

EVIDENCE: Teachers and administration routinely collaborate during grade level and content meetings. When administrators
attend and participate in weekly content meetings, they are modeling the collaboration aspect of professional learning.
Administration gives feedback based on these observations and walk-throughs and asks teachers to reflect on specific questions
after the walk-through. Teachers have the opportunity to discuss with administration their reflections immediately after a walk-
through, or may wait until their bi-yearly conference time.
Teacher Keys Effectiveness System (TKES) and reflection addition from the principal or administrator conducting the
observation

RECOMMENDATIONS: The collaboration between co-teachers is still a struggle to master at Holcomb Bridge Middle School.
Planning time is not specifically designed well to allocate time set aside for co-teachers teamed together to meet. Therefore, it is
suggested that instead of using a full period for grade level each week, every other week could be allocated for at least half session
slots to allow co-teaching collaboration time and to create strategies for meeting the needs of their individual students. Co-
teachers should not have to attend additional meetings, by creating specific time from an already mandated meeting time, you are
respecting not only the time of the co-teachers but giving them the opportunity to collaborate as they have not had before.

Georgia Department of Education

April 2015
 Georgia School Performance Standards

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 3: Defines expectations for implementing professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary X Operational Emerging Not Evident

Administrators, teacher Administrators, teacher Administrators, teacher Administrators, teacher

leaders, or both consistently leaders, or both regularly leaders, or both occasionally leaders, or both rarely, if ever,
define expectations for the define expectations for the define expectations for the define expectations for the
implementation of professional implementation of professional implementation of professional implementation of professional
learning, including details learning. learning. learning.
regarding the stages of
implementation and how
monitoring will occur as
implementation progresses.

EVIDENCE: Guidelines and expectations for the implementation of professional learning are defined through weekly
administrative meetings and through one-on-one meeting time between the principal and the professional learning coach. The
Holcomb Bridge Roadmap for Making it Personal was created by the Path and Pace Personalized Learning Team as a guideline to
drive personalized learning opportunities and based on where real need may be. Grade level meetings are opportunities for
administration and the personalized learning coach to come and share ideas, get feedback on what may or may not be working,
and to propose future plans for needed additional professional learning opportunities.
Development of a Personalized Learning Action Plan by the Path and Pace Committee (May, 2017)

RECOMMENDATIONS: The personalized learning coach could create a follow-up survey to a training for staff. This should be sent
out after an appropriate amount of time has passed and teachers may have had the opportunity to either try this new strategy,
decide it was not what they are looking for, or to find out if there was additional help they still needed in order to make this work
in their own classrooms.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of the staff

Level 4 Level 3 Level 2 Level 1

Exemplary X Operational Emerging Not Evident

Staff members actively
participate in job-embedded
professional learning that
engages collaborative teams in
a variety of appropriate
learning designs (e.g.,
collaborative lesson study,
analysis of student work,
problem solving sessions,
curriculum development,
coursework, action research,
classroom observations, online
networks). Professional
learning includes extensive
follow-up with descriptive
feedback and coaching.
Staff members actively Some staff members are Staff members receive single,
participate in professional engaged in professional stand-alone professional
learning, most of which is job- learning that makes use of learning events that are
embedded, which includes more than one learning design informational and mostly
multiple designs (e.g., to address their identified large-group presentation
collaborative lesson study, needs. designs.
analysis of student work,
problem-solving sessions,
curriculum development,
coursework, action research,
classroom observations, online
networks) to support their
various learning needs.
Professional learning includes
follow-up with feedback and
coaching.

EVIDENCE: Administration is assigned to specific contents. They attend the vertical team content meetings once a month as well
as the weekly content meetings by grade level. There is a personalized learning coach that organizes and creates learning
opportunities for staff based on need, from mandated guidelines set by organizations that help to fund the school, and informal
and formal classroom observations. Much of the staff development is geared toward small group experiences during planning or
offered during school and with a substitute to cover the class of the teacher. When whole group personalized learning
opportunities are being offered, they are typically during teacher workdays. Although most of this strand would definitely qualify
as a 4, it is the extensive follow-up with descriptive feedback and coaching that is still lacking.
Amy Dean Professional Learning, August 22-24, 2017 (1/2 day training for all staff during regular school day, broken
down in groups of 12 teachers and over 3 days, substitute provided for teachers to attend)
Digital Promise Teacher Professional Learning (needed to be completed, on-line, by September 9, 2017)

Georgia Department of Education

April 2015
 Georgia School Performance Standards
RECOMMENDATIONS: As synchronous interactions have been more accessible to educators, there is the possibility of them
interacting more with colleagues online through software programs. These on-line communities allow teachers from outside the
school to collaborate and share expertise with one another (Olefson & Lindbergh, 2010). Holcomb Bridge Middle School is not
considered a large middle school by Fulton County standards. Therefore, the opportunities to collaborate by content are limited.
By allowing a more synchronous e-partnership with other schools, this will allow, at a greater level, more ideas and strategies to
be introduced through more extensive collaboration.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professional
learning

Level 4 Level 3 Level 2 Level 1

X Exemplary Operational Emerging Not Evident

Extensive resources (e.g.,
substitute teachers, materials,
handouts, tools, stipends,
facilitators, technology) and
systems (e.g., conducive
schedules, adequate
collaborative time, model
classrooms) are allocated to
support and sustain effective
professional learning.
Opportunities to practice
skills, receive follow-up,
feedback, and coaching are
provided to support the
effectiveness of professional
learning.
Adequate resources (e.g., Some resources and systems Few, if any, resources and
substitute teachers, materials, are allocated to support and systems are provided to
handouts, tools, stipends, sustain professional learning. support and sustain
facilitators, technology) and professional learning.
systems (e.g., conducive
schedules, adequate
collaborative time, model
classrooms) are in place to
support and sustain
professional learning.

EVIDENCE: Holcomb Bridge administration values and respects the limited time teachers have. Therefore, the types of
professional learning opportunities are varied as well as the times in which they are offered. Vertical team meetings, for example,
often include teachers from the meeting sharing specific strategies they have employed and found successful with their own
students. The teachers model the strategy and there is time given for feedback and reflection.
Vertical Team Humanities Meeting, August 16, 2017 (website supporting new Social Studies curriculum shared and ideas discussed )
GaETC Convention, November 2-4, 2016. Staff presented and some attended to gain new ideas.
AVID Summer Session for Teachers (Tampa, Florida), June 18-21, 2017, 12 teachers attended to learn and advance in AVID strategies

RECOMMENDATIONS: Teachers need to be given time to play with new tech tools they are given, as well as any specific
strategies they hope to implement. It is recommended that additional Meeting Free Weeks be utilized, and at least once per
quarter. The purpose of these weeks is for teachers to have a specific time set aside and the opportunity to explore professional

Georgia Department of Education

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 Georgia School Performance Standards
learning strategies they have been introduced to and asked to utilize. A form could be created by the personalized learning coach
that could document time allocated by teachers for this endeavor, feedback they have, and additional help needed they feel in
order to be successful. It also could be a time that they could request specific help or one-on-one time with the personalized
learning coach, or the literacy and math coaches available at our school.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student
learning

Level 4 Level 3 Level 2 Level 1

X Exemplary Operational Emerging Not Evident

Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the
impact of professional learning impact of professional learning impact of professional learning impact of professional learning
on staff practices and increases on staff practices and student on staff practices occurs on staff practices occurs rarely,
in student learning occurs learning occurs routinely. sporadically. if ever.
extensively. Evaluation results
are used to identify and
implement processes to extend
student learning.

EVIDENCE: Monitoring and evaluating the impact of professional learning on staff practice and increase in student learning
occurs on a continual basis at Holcomb Bridge Middle School. Teachers are given feedback from the literacy and math coaches
based on data retrieved through S.T.A.R., ITBS, and Milestones testing. Furthermore, they also give feedback based on informal
classroom observations, student feedback, and through T.K.E.S. reviews.
September 26-27 S.T.A.R. Testing
September 19-22 ITBS Testing window
Student Growth Models taken from T.K.E.S.
Informal and formal observations by administration and literacy, math, and personalization coaches.

RECOMMENDATIONS: Once per semester, teachers could meet with the data clerk to discuss and disseminate data scores that
directly relate to them. Questions relating to how best read these scores, certain red flags that may pop up from the data, and
possible strategies could be addressed during that designated time. However, the educator must feel comfortable with the person
they are meeting with. Therefore, informal discussions will need to be fostered and a relationship of trust needs to happen in
order for this partnership to occur. (Knight, 2007)

Georgia Department of Education

April 2015
 Georgia School Performance Standards
KSU ITEC Professional Learning Standard: Professional learning reinforces educators understanding and use of strategies for
promoting equity and high expectations for all students, application of research-based teaching strategies and assessment processes,
and involvement of families and other stakeholders in promoting student learning.

Level 4 Level 3 Level 2 Level 1

Exemplary X Operational Emerging Not Evident

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 self-management) 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.
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.
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 practices reflect
little or no 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.

EVIDENCE: Holcomb Bridge Middle School is a very culturally and socio-economically diverse school. Students come from almost
40 different schools. Therefore, teachers use strategies to show respect for and acceptance of the different students in our school.
The PBIS program is one that was implemented as a school-wide strategy. A specific team of school personnel were trained on
this and then conducted trainings for the rest of the school. PBIS is a multi-tiered approach for social, emotional, and
behavioral support of all students, include underrepresented groups, within the school (PBIS, 2017). Furthermore, Holcomb
Bridge Middle School is also an AVID Program School.
$42, 000 grant from the Fulton Education Foundation to support W.I.C.O.R. strategies.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
RECOMMENDATIONS: Due to time constraints and several different initiatives that are going on at once at Holcomb Bridge
Middle School, prioritizing these initiatives in regard to importance, and how much time or energy a teacher should be taking to
achieve these goals should be considered. For example, Holcomb Bridge has introduced both a new on-line classroom platform
that all teachers should be using as well as using this to promote personalized learning. Teachers who have not yet had adequate
time to work with the on-line platform, iTunes U, are feeling very overwhelmed. Before they can even think of using this platform
with personalized learning, they must understand how to set it up and create their own courses. Afterwards, they could
collaborate with other teachers who have successfully utilized this platform, and with the personalized learning coach, on proven
strategies for incorporating personalized learning with their students.

References:

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction.

Corwin Press.

Olofsson, A. D., & Lindberg, J. O. (2010). Online Learning Communities and Teacher Professional Development : Methods for
Improved Education Delivery. Hershey, PA: IGI Global.

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (2017).
Positive Behavioral Interventions & Supports [Website]. Retrieved from www.pbis.org

Georgia Department of Education

April 2015