Running Head: CURRENT REALITY AND GSAPS 1

Current Reality of Professional Learning and GSAPS

Marcus J.W. Borders

Kennesaw State University

PL & Technology Innovation

Dr. Amy Vitala

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Vision

Liberty Point Elementary (LPES) is a Title I school set in urban South Fulton County.

LPES is part of Fulton County School’s charter system where it currently services over 700

students. Liberty Point’s population is predominantly African-American. According to

information obtained through the​ Governor’s Office of Student Achievement ​published by The

Governor’s Office of Student Achievement (2017), 91% of the students are Black. Through

special-purpose local-option sales tax (SPLOST) funds, the district was outfitted with

mobile devices for students. LPES selected the Dell Latitudes within their personalized learning

plans. Currently, grades 3-5 leverage the Dell laptops and K-2 classrooms use desktop computers

and iPads.

With regard to technology, LPES’ vision is to ensure that tech. is purposely integrated to

propel student learning. Teachers aspire for students to utilize technology as a resource to

communicate and share their learning. Technology is also seen as a means for students to gain

more information that may not be found in the four walls of their classrooms. Currently, Liberty

Point is actively transitioning to consistently and continuously aligning instructional practices

with their personalized learning plans. LPES’ personalized learning plans indicate that their

objective is to “focus on each child’s individual best by using adaptive strategies, instructional

software, and digital tools” (Liberty Point Elementary, 2017). Teachers use adaptive software

such as iRead, iReady, and Redbird to track student data. Other digital tools include Office 365,

Google Classroom, SeeSaw, and a variety of iOS apps.

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Needs Assessment

Alexandria Elikwu, LPES’ literacy coach (former professional learning coordinator),

shared that their professional learning needs are identified through a teacher evaluation model.

As teachers are conferring with their evaluator their needs are developed collaboratively. This

helps them address what they need for professional learning as well as the evaluator to be able to

identify what the school needs as a whole.While Liberty Point provides a personalized

experience for teachers to receive appropriate support, student data is also a factor in the type of

support that is provided to teachers. The collective conversations between teachers,

administrative staff, and instructional coaches creates a cyclical balance of support where

teachers are able to comfortably express their needs for them to be addressed accordingly.

LPES’ environment provides a safe space for teachers to seek support. Although it is

based on the teacher’s interest in improving their pedagogical practices, its foundation is rooted

in student achievement. The guidance that is provided by admin., coaches, and the curriculum

support teacher (CST) directly correlate with LPES’ 2017-2018 SMART Goals. This current

year’s objectives are to increase reading for students in grades 3-5 scoring at the Developing

Learner level from 60% to 87% and mathematics scores at the Developing Learner level from

69% to 91% on the Georgia Milestones End of Grade Assessment. Liberty Point’s school

improvement plan (SIP) also indicates that they would like to increase the number of students

who rank as Distinguished Learners in all content areas to 30% (Liberty Point Elementary

School Improvement Plan, 2017).

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Professional Learning

Professional learning is priority at Liberty Point. During the interview, Ms. Elikwu

continued to expound on the many opportunities and structures for supporting best practices.

Last year, professional learning was different. There were a variety of models moving

simultaneously. Liberty Point teachers worked through a five phase model in different cohorts.

The first session was a strategies study where teachers learned about “the why” behind a

particular practice. Next, there were face-to-face opportunities for “the how” of that identified

strategy. Then, there was the implementation phase of the model where teachers were able to

practice perfect and receive feedback from peers and evaluators in a safe space.This led teachers

to implementing strategies (based on feedback) and self-reflecting on the entire process and their

change in pedagogy and student learning.

This year, teachers are doing more job-embedded professional learning where it is geared

towards them practicing during the day versus a formal professional learning setting. For the

2017-2018 school year, LPES elected to use Lucy Calkin’s reading and writing units of study as

an instructional model for ELA. Through Title I funds, James Payne, the principal, purchased a

mathematics consultant from the National Training Network (NTN) and two literacy consultants

to support the reading and writing units of study. Title I funds also purchased a school-based

literacy coach (Ms. Elikwu). Alongside the literacy and math coach is an instructional

technology coach. The instructional technology coach has created professional learning

opportunities for implementing personalized learning strategies and a variety of tools (SeeSaw

GoFormative, Google Classroom, and Microsoft Office 365) for teachers. Together, the coaches

provide job-embedded support with many opportunities for modeling, co-teaching, and
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co-planning with teachers. Ms. Valerie (mathematics consultant) has ten total dates where she

works with 3-5 on math from NTN. Casey Maxwell is K-2 from the Teachers College of

Professional Developer and Jasmine J. is the 3-5 staff developer for reading and writing units of

study. Usually, after a face-to-face session with teachers, follow-up happens with the coaches

going into classrooms to model or co-facilitate a learning experience. Teachers are also given the

option to have one-on-one sessions with a coach to practice perfect or to plan out a lesson in a

more intimate setting.

Alignment to School Improvement Goals

Liberty Point’s professional learning is aligned to their school improvement goals. As

previously referenced, their goals are to increase the number of students who are reading on or

above grade level for reading and mastering mathematical content at or above grade level. All

professional learning is centered around these goals. LPES has also strategized on how to

effectively use technology to ensure that students are propelling forward for those

aforementioned goals. Within the school improvement plan, details of how LPES planned to

improve their achievement were provided. Utilizing AVID strategies for organization and

note-taking, Saturday School, and PBL were identified strategies for supporting remediation and

extension of learning. Professional development attendance is also identified in the SIP, as a

teacher behavior for improving student achievement. Overall, Liberty Point’s professional

learning plan within their SIP details a variety of connections that align teacher best practices

and teacher support with student achievement.

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Funding & Incentives

Mr. Payne creates the budget and ensures that professional learning is a top-priority

within it. LPES’ professional learning is funded through LPES’ Title I budget as it relates to

outside consultants. As mentioned, Mr. Payne has also purchased a literacy coach position out of

the Title I funds. This is a full time position that provide literacy professional learning for

teachers. The instructional technology coaching position is funded through Fulton County

School’s connection with Kennesaw State University’s iTeach Department. This school year,

budget funds supporting teacher training/professional development were allocated for (a)

contracted services by National Training Network ($7,200) and (b) salaries for two teachers and

a literacy coach ($155,980). Although it was not evident in the school improvement plan,

teachers are also offered opportunities to travel to observe schools in other states implementing

Lucy Calkin’s units of study or AVID strategies.

Last year, the admin. team knew that in order for teachers to have a change in practice

they had to want to participate in professional learning. LPES put a plan in place for teachers to

participate in learning. One of those incentives were highlighting teachers in their weekly

newsletter the Patriot Post (see Appendix B). This helped teachers to use the embedded strategies

of professional learning that was granted to them. If a teacher was seen implementing a

professional learning strategy they were highlighted and celebrated for putting the strategy into

practice. Last year, LPES also had a tiered point system where teachers were placed into cohorts.

Teachers were competing for points based on their usage of professional learning strategies.

Participation in the house system was voluntary. If strategies were implemented or if support was

sought after, points were received. At a certain point, groups would be rewarded with snack bars
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or teachers were offered breaks where an admin member would come teach a lesson with their

students. Although the house system is not in place this school year, Elikwu explains that

teachers are still recognized in the Patriot Post for their exemplary efforts.

Diversity

Liberty Point’s population may be predominantly African-American, however each

individual learner brings a unique cultural and linguistic background to the environment. It is

essential that any learning environment is well-equipped to support diverse learners. LPES is no

different. Cynthia Darian is LPES’ full time instructional support teacher who oversees the

practices of Liberty Point’s special education department. Mrs. Darian provides the framework

for the various professional development opportunities that the department receives through their

funds and their own professional learning model that aligns to students individual

accommodations and needs.

Collaboration

Over the last two years, Liberty Point has made tremendous strides in creating a

collaborative space for both teachers and students. Weekly, coaches and grade level chairs host

professional learning communities (PLC) with teams. During their PLCs, team members come

together to study student work, analyze student data, and collaboratively develop instructional

plans to support learning. PLCs also serve as opportunities for any of the coaches to facilitate,

provide support/feedback, or offer guidance within their areas of expertise.

Liberty Point’s administrative team knows that professional learning is put into practice

and benefits students learning in two ways. First, when professional learning occurs, teachers are

provided with a “look for” (see Appendix A) document and they are also informed that support
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staff will be following up with walk-throughs so that they are aware of expectations.

Walk-throughs reveal whether or not the professional learning took place, if there are any next

steps needed, or if things are going well. When it comes to evaluating if professional learning

supports student achievement, the team is able to gather student data. Ms. Elikwu shares “if we

know that we have a change in teacher practice, we should also have a change in student results”

(Borders, 2018).

As professional development is being provided, the support staff is also thinking about

student gains. Assessments are created and then the team analyzes the data to see if professional

learning had an impact on student learning. When evaluating whether the professional learning

had an impact on student practice they are able to use assessments like FastBridge, which is their

universal screener, common assessments like Write Score, as well as teacher created assessments

using Illuminate.

Evaluation

Liberty Point Elementary has made many strides towards ensuring that best practices and

technology integration are being implemented with fidelity. Their CCRPI data for 2017 is

indicative of these improvements. According to the Georgia Department of Education (2017),

LPES has continued to improve its CCRPI score, which is currently 70.4. This has moved LPES

from Georgia’s list of chronically failing schools. The instructional coaches and administrative

team has cultivated a culture and climate where teachers are comfortable with failing fast in an

effort to grow. Khanna, Guler, & Nerkar (2016) assert that “failure is an integral part of the

innovation process.” This innovative culture provides a space where collaboration is evident and

safe practice is supported. With LPES’ implementation of their cycles of professional learning,
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teachers have many opportunities to fine-tune strategies, receive feedback, and seek out a variety

of support. As with any instructional practice, student achievement goals are the basis in which

support is leveraged. Liberty Point Elementary’s professional learning structure is

well-embedded within their school improvement plan. With continued innovation, the school’s

students and teachers will continue to grow.

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References

Borders, M., (2018 February 9). Personal interview.

Khanna, R., Guler, I., & Nerkar, A. (2016). Fail often, fail big, and fail fast? Learning from

small failures and R&D performance in the pharmaceutical industry. ​Academy of

Management Journal. 5​ 9 (2). 436-459.

Liberty Point Elementary School. (2017). Schoolwide improvement plan (SIP) Title I school

program (SWP) plan 2017-2018. Unpublished document.

Liberty Point Elementary School. (2017 August 27). Fulton County Schools Personalized

Learning Instructional Model: Liberty Point ES. Unpublished document.

The Governor’s Office of Student Achievement. (2017). ​2016-2017​ ​Annual report card​.

Retrieved on February 11, 2018 from ​https://schoolslikemine.gosa.ga.gov/

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Appendix A

Professional Learning “look for” Example

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Appendix B

Patriot Post Example