A1: Professional Learning Current Reality and GAPSS

Review
Assignment Description
Total Possible Points: 250

Part B. GAPSS Review (90/250 points)

Template with Explanations & Evidence
Complete the Professional Learning Georgia Assessment of Performance on School
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)
Step 7:
Complete Part B of the Current Reality/GAPSS Review Template. See that the template
provided includes ONLY those standards related to professional learning. A full GAPSS is
significantly more extensive than this. Begin by rating your school for each listed
standard (not addressed, emergent, operational, or fully operational) within the
template. Provide brief explanations of the evidence supporting your ratings. One piece
of data will suffice under each "Evidence." Data might include quotes from your principal,
student achievement data, observations, informal teacher interviews, or a district
website. Provide brief explanations for your recommendation(s) on each standard under
"Recommendations".
NOTE: A GAPSS reviewer would include significantly more detailed lists of evidence and recommendations.
Remember, you are just becoming familiar with this assessment tool and process.

Step 8:
Turn in your completed GAPSS template for Part B as required by your instructor. (Saved
as a PDF and uploaded to the Dropbox in Module Six)

GAPSS Review Template

FESSIONAL LEARNING - Professional learning is the means by which teachers, administrators a

hool and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create
high levels of learning for all students.

sional Learning Standard 1: The context of professional learning--the who,

n, why and wherecontributes to the development and quality of

ning communities, ensuring that they are functioning, leadership is
ul and focused on continuous improvement, and resources have bee
ated to support adult learning and collaboration.
PL 1.1 Learning Teams

Not Addressed

do not participate in
eams or meet regularly to
nstruction.

Emergent
Some teachers in some
grade levels or subject
areas meet to plan for
instruction, but meetings
do not occur regularly and
the work is not aligned with
school improvement goals.

Operational
Most teachers meet
regularly in learning teams
to plan for instruction (e.g.,
develop lesson plans,
examine student work,
monitor student progress).
This collaborative work
would be enhanced by
clear alignment of group
expectations with the
school improvement goals.

Fully
Operational

All teachers participate

learning teams through
year and meet regularly
plan for instruction (e.g
develop lesson plans, e
student work, monitor s
progress). The collabora
work is aligned with the
improvement goals.

CE: Teachers at Simpson Middle School meet weekly, at minimum, as a grade level and as subject area te
he grade level. The purpose of the meetings is to collaborate and plan common instruction and assessmen
he grade level and subject level meetings occur regularly and offer opportunities for teachers to collaborat
instruction and classroom goals with the school improvement goals, such as by differentiating lessons to b
ome of the lower level learners in the classrooms, often the meetings simply revolve around the method of
y of the curriculum in the same methods that have been used in the past. The grade level meetings often r
administrative announcements and work rather than sharing instructional methods of examining results o
Subject areas meet for vertical planning across grade levels twice monthly, but these meetings are often
ed or used to deliver announcements from administration.

MENDATIONS: A shift in culture should take place from teachers who are more comfortable in delivering co
ame methods that have always been used and that can provide an acceptable return with a minimum of e
evel meetings should include a time for teachers to share or administrators to recognize the new and effec
ds that are being used in classrooms, and subject area teams within the grade levels and vertically should
e data more often.

PL 1.2 Learning Community

Not Addressed

Emergent

Operational

Fully
Operation

ittle or no evidence that

pal, administrative team or
uman resources (e.g.,
p team, coaches, central
pports or reinforces the
and maintenance of a
community.

There is some evidence

that the principal,
administrative team, or
related human resources
(e.g., leadership team,
coaches, central office)
support or reinforce the
creation and maintenance
of a learning community,
but additional support in
this area is needed.
Although administrators
have created structures for
meetings to occur, they
have failed to provide
teachers with professional
development related to the
collaboration process.

The principal,
administrative team, and
other human resources
periodically support the
creation and maintenance
of an effective learning
community to support
teacher and student
learning. In key aspects of
the school, these
individuals work
collaboratively to reinforce
collaborative forms of
professional development
and learning for staff
members. Although this
process is operational, it
would improve if greater
emphasis were given to
monitoring its impact on
school improvement goals
and student achievement.

The principal, administr

team and other human
resources consistently s
the creation and mainte
of an effective learning
community to support t
and student learning. T
individuals work
collaboratively to reinfo
teachers skillful collabo
(e.g., facilitation skills, c
resolution, and group
decision-making). They
help to create structure
support collegial learnin
implement incentive sy
to ensure collaborative
They monitor the impac
these collaborative proc
on school improvement
and on student learning
participate with other
individuals and groups i
operations of the learni
community.

CE: The relevant players at the school have taken ownership of the creation of a professional learning
nity, and the leaders do reinforce the forms of staff development and collaboration, but not enough time is
d to monitoring impact and evaluating the effectiveness of the professional learning. In the past, teachers h
fforded in-service days to meet as collaborative teams within and across grade levels to discuss ways to ali
hool improvement goals and to ensure vertical alignment of assessments and expectations. Often this was
ed through the creation and examination of a data log for each subject area in which strengths and weakne
oted and student outcomes were examined with weak performers being identified along with strategies for
ement. Those in-service meetings have largely been funded by outside sources such as Title II grants that a
renewable, and have in fact run low this school year. As a result, an insufficient amount of time is being
ed to the professional learning community at the school.

MENDATIONS: Build in more time for the further development and nurturance of the professional learning
here at the school through subject area and grade level meetings.

PL 1.3 Instructional Leadership Development and Service

Not Addressed

few if any opportunities

ers to participate in
nal leadership
ment experiences, serve in
nal leadership roles, or
e in supporting schoolofessional learning.

Emergent
There are opportunities for
teachers to participate in
preparing for and serving
in instructional leadership
roles and contributing to
the school-based
professional learning plans.
However, the opportunities
are limited to a small
number of teachers.

Operational
There are many
opportunities for teachers
to serve in instructional
leadership roles and
develop as instructional
leaders. They are highly
engaged in planning,
supporting, and
communicating
professional learning in the
school. This would be
enhanced if there were
more opportunities for
instructional leadership
roles among various
personnel.

Fully
Operation

A variety of teachers ta
advantage of opportuni
participate in instructio
leadership developmen
experiences and serve
instructional leadership
(e.g., instructional coac
mentor, facilitator). The
advocate for support of
articulate the benefits a
intended results of
professional learning.

CE: I think that my school actually falls somewhere in between operational and fully operational based alm
on apathy amongst the staff. The administration and the professional learning committee created and still
n a very transparent process for the development of professional learning goals and a program of professio
g opportunities to add to those goals. Teachers and staff members are welcomed, and encouraged, to be in
development and in the delivery of the training. Members of the Professional Learning team are required to
ate in the creation and execution of professional learning, but even still some do not. The teachers who are
the committee are welcome to participate in the creation of the goals and the delivery of the trainings in
er capacity they feel comfortable, but again, many do not.

MENDATIONS: Offer some incentive for teachers to become more involved in planning, creation and deliver
ional learning. Create a more thorough understanding of the process and the results of not participating
sional learning that does not fit the needs of all teachers because of a lack of input).

L 1.4 School Culture for Team Learning and Continuous Improvemen

Not Addressed

ittle or no evidence of the

and other leaders
ng ongoing team learning
rly articulated expectations
ssional learning.

Emergent
There is some evidence the
principal and other leaders
support a culture involving
ongoing team learning and
continuous improvement.
However, there is not a
clearly articulated plan for
professional learning for
teachers and
administrators.

Operational
There is general evidence
the principal and other
leaders support a culture
involving ongoing learning
and continuous
improvement through a
plan for professional
learning for teachers and
administrators. The
professional learning would
be enhanced by including a
variety of designs (e.g.,
lesson study, peer
observations, modeling,
instructional coaching,
collaborative teacher
meetings, etc.) constituting
high-quality professional
learning experiences.

Fully
Operation

The principal and other

leaders support a schoo
culture that reflects ong
team learning and cont
improvement. The princ
and other leaders plan
high-quality professiona
learning, articulate inte
results of school-based
professional learning, a
participate in professio
learning to become mo
effective instructional le

CE: The principal and school leaders do support a culture of professional learning and continuous improve
ere has been buy-in from the staff overall, but a larger variety of designs would be useful in order to enhanc
and effectiveness off the professional learning involved. In addition, the professional learning offered some
actionary as in it occurs because a problems has been identified after having an impact rather than getting
possible future problems.

MENDATIONS: More training on models for delivery of professional learning to spread those models to the
n-makers among the staff who would then be able to spread them to the rest of the members of the staff.

PL 1.5 Job-Embedded Learning and Collaboration

Not Addressed

spend little or no time

e work-week learning and
ting with colleagues to
their use of curriculum,
nt, instruction, and
gy.

Emergent
Some teachers spend a
small amount of time
during the work-week
collaborating with
colleagues. However, this
time is often focused on
non-curricular topics and
typically occurs after
school.

Operational
Most teachers spend time
during a workday each
week collaborating with
colleagues about
curriculum, assessment,
instruction and technology
use in the classroom. This
professional learning would
be enhanced by allocating
more time each week for
job-embedded learning
(e.g., lesson study, peerobservations, modeling,
instructional coaching,
teacher meetings).

Fully
Operation

Teachers spend a signifi

part of their work-week
embedded learning and
collaboration with collea
addressing curriculum,
assessment, instruction
technology. They receiv
sufficient support resou
(e.g., materials, time, tr
and assist with securing
additional resources
necessary (e.g., funding
technology) to sustain t
learning. (NSDC Standa
recommend that formal
informal job-embedded
learning take place duri
least 25% of educators
professional time. Such
can be devoted to lesso
study, peer observation
coaching, modeling,
conferencing, teacher
meetings, mentoring.)

CE: As mentioned previously, time is devoted each week to collaboration in the grade levels and as subjec
within each grade level. Additionally, time is devoted twice monthly to collaborative planning in subject are
grade levels. However, teachers often do not utilize the entire amount of time provided instead using it to c
ther tasks.

MENDATIONS: The provision of more time would be effective in allowing teachers to focus on the more in-d
s of the collaborative team such as aligning with school goals, examining data, tracking progress towards
g goals, and building new teaching methods into lessons.

PL 1.6 Resources Support Job-Embedded Professional Learning

Not Addressed

s are not allocated for jobd professional learning that

d with high-priority school
ment goals. Little if any
nal development is devoted
g teachers use technology
ce student learning.

Emergent
Some resources are
allocated for professional
learning. However, much of
the professional learning is
conducted primarily after
school and is not aligned
with the high-priority
school improvement goals.
There is limited
professional development
devoted to helping
teachers use technology to
enhance student learning.

Operational
Most resources for
professional learning are
allocated for the identified
high-priority school
improvement goals.
However, providing more
job-embedded learning
opportunities and
professional development
would enhance teachers
use of technology to
support student learning.
In other cases, these forms
of professional
development need to be
more ongoing and
sustained to ensure actual
classroom implementation
of training strategies and
processes.

Fully
Operational

Resources are allocated

support job-embedded
professional learning th
aligned with high-priorit
school improvement go
technology supporting s
learning. There is susta
commitment to ensurin
these professional
development activities
in successful classroom
implementation. There
a process in place to
determine the value-ad
key strategies and proc
i.e., how they impact st
achievement and relate
organizational short- an
range goals.

CE: The time and resources are provided for professional learning to be successful, and job-embedded
ional learning is ongoing and active. However, the professional learning agenda is usually so overloaded th
little remaining time for additional training in topics that have already been covered or for reflection on th
g and the effectiveness and outcomes of the training. For example, in this years professional learning plan,
rs and staff are slated to be trained on 20+ topics and/or tools. While that will undoubtedly provide a pletho
r the toolboxes of each teacher, many teachers will not choose to attend half the trainings that are provide
will not even use one quarter of the tools.

MENDATIONS: A greater focus on the few tools and methods that can have the most impact on the goals o
mprovement plan and the professional learning plan and a greater importance placed on reflection and fee
help to ensure that trainings are more impactful and lead to focused progress towards goals.

sional Learning Standard 2: The processthe howof professional learnin

ned with articulated goals and purposes, data-driven, research-based

uated to determine its impact, aligned with adult learning theory, an
borative in design and implementation.
PL 2.1 Collaborative Analysis of Data

Not Addressed

and/or administrators use

experiences or opinions
ine student and adult
needs and goals. Data is
cted and analyzed in
ng school and classroom
ment strategies,

Emergent
Teachers and/or
administrators work in
isolation or with limited
representation to review
student summative data and
determine student and adult
learning needs and goals.
Student and teacher data is
collected and analyzed at the
end of the year to monitor
the accomplishment of
classroom and school goals.

Operational
Teachers and administrators
collaboratively analyze
disaggregated student
learning, demographic,
perception, and process
data to identify student and
adult learning needs and
goals. They collect and
analyze relevant student
and teacher data at the
beginning and end of the
year to monitor and revise
school and classroom
improvement strategies.
Accomplishments are
celebrated and results are
regularly reported to family
and community.

Fully
Operation

Teachers and administr

collaboratively analyze
disaggregated student
learning, demographic,
perception, and proces
to identify student and
learning needs and goa
They continuously (min
of 4 times a year) colle
analyze relevant studen
teacher data (e.g. actio
research, analyzing stu
work, classroom observ
Awareness Walks, and
surveys) to monitor and
school and classroom
improvement strategie
Accomplishments are
celebrated and results
regularly reported to fa
and community.

CE: Teachers and administrators disaggregate the data on students test scores and analyze it at the begin
d of the year to determine successes. Those successes are communicated and celebrated, but teachers cou
be doing more with the data that they/we have access to. In many cases, student data is broken out into o
ores and little attention is paid to subtests or domains within tests. Also, oftentimes, the results of the data
s are not readily apparent in the classrooms as instruction does not necessarily change in order to better re
dents that need the most assistance. Additionally, subject-area teams create data walls using test scores a
ng and end of the school year, but in between, those data walls largely go unused and blend into the
ound.

MENDATIONS: More times should be sped examining disaggregated data. At least once a month, subject ar
ams should examine and analyze new sources of data. Subject area teas should meet in the presence of th
o that student needs and weaknesses can be taken into account with every planning session.

PL 2.2 Evaluating Impact of Professional Learning

Not Addressed

cipal and other leaders

and implement a plan for
g teachers reactions to
nal development events.
contributions to the
n are limited to providing
on ratings. The
n identifies changes in
nowledge and skills as a
participation, but it does
ate changes in practice or
n student learning.

Emergent
The principal and other
leaders develop and
implement a plan for
evaluating professional
development events.
Teachers contribute to the
evaluation by collecting and
analyzing summative student
learning data. The evaluation
identifies changes in teacher
knowledge and skills as a
result of participation and
year-end student
performance, but it does not
evaluate change in teacher
practice.

Operational
The principal and other
leaders develop and
implement a comprehensive
plan for conducting ongoing
(formative and summative
for a one- to two-year
period) evaluation of the
impact of professional
development on teacher
practices and student
learning. The evaluation
also emphasizes changes in
school culture,
organizational structures,
policies, and processes.
Teachers contribute to the
evaluation by collecting and
analyzing relevant student
learning and process data.

Fully
Operationa

The principal and othe

leaders develop and
implement a compreh
plan for conducting on
(both formative and
summative over a thre
five-year period) evalu
of the impact of profes
development on teach
practices and student
learning. Evaluation al
emphasizes changes i
school culture, organiz
structures, policies, an
processes. Teachers
contribute to the evalu
by collecting and anal
variety (student learni
demographic, percept
and process) of releva
data. The plan specifie
evaluation question(s)
sources, data collectio
methodology, and dat
analysis processes.

CE: In my opinion, the evaluation of the professional learning plan at Simpson Middle School falls squarely
ulders of the administration with little input from the teachers and staff. Teachers evaluate the results of
tive assessments at most with little thought given to student learning process. While teachers are asked to
te classroom walkthroughs, many teachers simply go through the motions rather than internalizing the pro
ey see in those walkthroughs.

MENDATIONS: Teachers should choose to be more involved in the process of evaluating the efficacy of
ional learning through their own practice as well as through the performance of their students on both
tive and formative assessments. The walkthrough process should also be revamped to include a reflection
chniques that were in use during the walkthrough and the way that those techniques could be used in the
rs classroom.

PL 2.3 Interpreting and Using Research Results

Not Addressed

cipal and other leaders

ofessional journals that
ze research instead of
earch or they do not
e a need for reading and
ng research when
nstructional decisions
g professional
ment and school
ment approaches.

Emergent
The principal and other
leaders review educational
research. They create
opportunities for a few,
select teachers to study
educational research. They
work with them to conduct
reviews of research when
making instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

Operational
The principal and other
leaders demonstrate
modest skills in interpreting
educational research
(validity and reliability,
matching populations, and
interpreting effect-size
measures). They create
opportunities for teachers to
learn to use educational
research. They work with
them to conduct extensive
reviews of research to make
informed instructional
decisions regarding the
adoption of professional
development and school
improvement approaches.

Fully
Operationa

The principal and othe

leaders demonstrate
advanced skills in
determining appropria
research design, interp
research results, and
determining whether r
can be generalized. T
ensure that teachers a
community members
to use educational res
They work with them t
conduct extensive rev
research to make infor
instructional decisions
regarding the adoption
professional developm
and school improveme
approaches.

CE: The school falls into the fully operations range for this standard based on the advanced and continuin
on of all administrators and the shared culture of advanced education among the majority of the staff. Whi
share this attitude, the administrators and many of the teachers strive to continually improve their practic
al holds a PhD, both assistance administrators hold specialist degrees and many teacher hold masters or
st degrees. Administrators work constantly to stay up to date on educational research and the principal me
embers of the community monthly to discuss issues around the school and educational research that can b
in instruction.

MENDATIONS: Work to build a school community in which extended education and constant cognizance of
p-to-date research is the norm for all teachers and administrators, not just some. Also, more communicatio
mmunity regarding the educational research that will shape the instruction at the school could help to furth
at education and research-based school community.

PL 2. 4 Long-Term, In-Depth Professional Learning

Not Addressed

Emergent

Operational

Fully
Operationa

experience single, standfessional development

at are typically large
orkshop designs. There
any evidence of
ntation or change in
n classrooms. No
is given to enhancing
content knowledge or
nding.

Teachers attend multiple

workshops on the same topic
throughout the year to gain
information about new
programs or practices. They
experiment with the new
practices alone and
infrequently with limited
school-based support for
implementation. No
emphasis is given to
enhancing teachers content
knowledge or understanding.

Teachers participate in longterm (two- to three-year

period), in-depth
professional learning that
includes a variety of
appropriate professional
development designs
including the use of
technology. The various
designs are aligned with the
intended improvement
outcomes. They include but
are not limited to follow-up
support for implementing
new classroom practices
(e.g., collaborative lesson
design, professional
networks, analyzing student
work, problem solving
sessions, curriculum
development, coursework,
action research, and
classroom observations).
Some evidence is present of
attention to enhancing
teachers content
knowledge.

Teachers participate in lon

(two- to three-year period
depth professional learnin
engages learning teams i
variety of appropriate
professional development
designs including the use
technology. The various d
are aligned with the inten
improvement outcomes. T
include but are not limite
extensive, follow-up supp
implementing new classro
practices (e.g., collaborat
lesson design, profession
networks, analyzing stude
work, problem solving ses
curriculum development,
coursework, action resea
coaching with feedback).
focus of ongoing professio
development is a commit
maintaining and updating
teachers knowledge and
understanding of the con
they are teaching and cha
occurring in their field(s).

CE: teachers are involved in long-term professional development that takes place on two to three year cyc
ional learning opportunities are aligned with the long-term goals set forth in the school strategic plans, and
ange every two to three years to keep pace with the goals of the school strategic plan. The professional lea
gs that are offered use different methodologies to mimic what will be expected of teachers in the classroom
achers a chance to see what their students will experience in the classroom. The breakdown in the offering
ional learning comes after the initial delivery. The opportunities to provide feedback and receive support ar
assive and require individual teachers to seek out assistance in order to properly provide feedback or reque
nce. Additionally, while much time is devoted to training on methods and technology,

MENDATIONS: A feedback and later assistance component should be added to the professional learning pla
professional development opportunities that encompass content knowledge in each of the four content are
luding best practices that are tailored to each content area. These additions would allow for feedback, refle
ow-up trainings. Additionally, including content-specific best practices would help to influence more positiv
om outcomes.

PL 2.5 Alignment of Professional Learning with Expected Outcomes

Not Addressed

cipal and other leaders

ingle, stand-alone
nal development events
ypically large group,
ps with no expectations
mentation of new
m practices. Generally,
are not aligned with the
mprovement plan or
iorities.

Emergent
The principal and other
leaders provide multiple
workshops on the same topic
throughout the year. They
articulate the learning goal,
but do not discuss
expectations for
implementation. Teachers
receive limited school-based
support for implementing the
new classroom practices.
Activities are only generally
aligned with the school
improvement plan or related
priorities.

Operational
The principal and other leaders
align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
lesson design, professional
networks, analyzing student
work, problem solving sessions,
curriculum development,
coursework, action research,
and coaching with feedback).
The professional learning is
long-term (two-to-three year
period) and in-depth with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation by providing
rubrics that describe the desired
classroom practices and
communicate how those
practices connect to the school
improvement goals. Generally,
activities are aligned with major
priorities within the school
improvement plan.

Fully
Operationa

The principal and other le

align a variety of professi
development designs with
expected adult learning
outcomes (e.g., collabora
lesson design, profession
networks, analyzing stude
work, problem solving ses
curriculum development,
coursework, action resear
coaching with feedback).
ensure that teams of teac
are engaged in long-term
to-three year period), in-d
professional learning with
extensive school-based su
for the implementation of
practices. They clearly
communicate the expecta
for implementation with
collaboratively developed
describing desired classro
practices and communica
those practices connect t
school improvement goal

CE: The school could fall anywhere on a continuum from emergent to fully operational based on fully fulfill
f the standards and having weaknesses in others. For example, the principal and other school leaders desig
and data-based goals for the school strategic plan, and they solicit the input of the whole staff in developi
ional learning goals that are tied directly to supporting those goals. The professional learning team provide
of professional learning experiences that provide an effective professional learning outcome, and the
ations for that training are clear. However, once SSP and professional learning goals are created, the
strators take a more hands-off approach in allowing the professional learning committee to implement the
ional learning plan with little outside guidance. While this approach is positive allowing for staff control and
hip of the professional learning plan, it does not provide as clear guidance as would be demonstrated in an
onal or fully operation situation.

MENDATIONS: Administration and the professional learning committee should work together to create rubr
evaluate the appropriateness and outcomes of the professional learning program that is set forth.

PL 2.6 Building Capacity to Use Research Results

Not Addressed

nal development is
with no regard for
about adult learning
d individual and
ional change processes.
ons provided include
that do not mirror the
nal strategies teachers
ted to use with students
uring on inquiry method,
material instead of
articipants to use and
e it), and sessions are the
all teachers regardless of
er stage.

Emergent
Professional development is
planned using research
about adult learning needs
and how individuals
experience the change
process. The professional
development sessions
demonstrate classroom
practices through videotapes
and simulations. The
experiences focus on
procedural learning -how to
do it- rather than on
developing deep
understanding of concepts
and problem solving
strategies. Some professional
development is specialized
for new and mentor
teachers.

Operational
Professional development is
planned using research
about adult learning needs
and individual and
organizational change
processes. The professional
development sessions
include modeling and
demonstrations of expected
classroom practices. The
experiences impact
teachers depth of
understanding enabling
them to use the new
strategies routinely. Some
professional development is
specialized to reflect career
stages of new teachers,
mentor teachers, and
teacher leaders.

Fully
Operationa

Professional developm
builds the capacity of
staff to use research a
adult learning needs a
individual and organiz
change processes as t
implement new strate
Professional developm
sessions consistently e
the same instructional
strategies that are exp
to be used in their
classrooms. The expe
impact teachers dept
understanding enablin
them to solve problem
adapt new strategies t
classroom circumstanc
Professional developm
differentiated to reflec
career stage needs an
interests (e.g., mentor
leading learning team
coaching, utilizing
technology, and curric
development).

CE: The professional learning team designs learning opportunities that conform to the current research on
g needs and best practices in education. In every professional learning session, at least some of the instruc
dedicated to modeling the activity that is expected in the classroom and allowing teachers a chance to
tand the expectations of their students in the class. Different trainings are offered to appeal to teachers in
nt stages of their careers. Teachers or staff members who would like to focus on different needs based on ca
are afforded that opportunity through the availability of different leadership positions in the professional le
tee or in teaching the different professional learning classes.

MENDATIONS: Continued development of opportunities for teachers and staff to hold leadership positions a
ute to the overall professional learning plan of the school in different ways that will assist them in moving t
ges of their careers. The school might also consider increasing the extent to which programming is tailored
achers, teacher leaders and mentor teachers.

PL 2.7 Knowledge about Effective Group Processes

Not Addressed

and administrators lack

ge about effective group
s and/or work alone,
ing collective
bility for student learning.

Emergent
Teachers and administrators
have knowledge of stages of
group development and
effective interaction skills,
but lack skill in group process
strategies needed for
productive collaborative
work. As a result, colleagues
work in temporary groups
often encountering
unresolved conflict or
frustration. Technology (e.g.,
email, chat rooms, and
websites) is used to support
collegial interactions.

Operational
Teachers and administrators
have knowledge and skills
regarding group processes
(e.g., group decision making
strategies, stages of group
development, effective
interaction skills, and
conflict resolution) that are
necessary to accomplish
tasks and satisfy the
interpersonal expectations
of the participants. As a
result, the school culture is
characterized by trust,
collegiality, and collective
responsibility for student
learning where colleagues
work collaboratively.
Technology (e.g., subject
area networks, lesson
sharing, seminars) is used
to support collegial
interactions.

Fully
Operationa

Teachers and administr

have knowledge and sk
monitor and improve g
processes (e.g., group
decision-making strateg
stages of group develo
effective interaction sk
conflict resolution) that
necessary to accomplis
and satisfy the interper
expectations of the
participants. As a resu
school culture is charac
by trust, collegiality, an
collective responsibility
student learning where
colleagues work
collaboratively in estab
ongoing learning teams
Technology (e.g., online
discussions, web casts,
seminars, educational b
listservs, downloadable
resources) is used to su
collegial interactions an
ensure effective and su
implementation.

CE: All teachers and administrators at the school have the knowledge and understanding of the necessary
g processes that help to create a culture of trust, collegiality and learning. Teachers within grade levels and
content areas collaborate constantly and take an equal and overarching responsibility and stake in studen
g outcomes. The school falls in the operational category rather than the fully operational category based on
echnology. While many teacher groups utilize technological networks and listervs, and many teachers utiliz
onal blogs and downloadable resources, much of that technology use if completed individually while much
ration takes place in face-to-face interactions.

MENDATIONS: Train teachers on the use of technology for collaboration and professional learning and enco
e.

CE: The evidence for this standard is available within the school mission statement Academic excellence
staff members from the principal to all the teachers hold the belief that all students are capable of perform
evel academically and to excel in a rigorous curriculum. All general education teachers, and some special
on teachers, hold endorsements for teaching the gifted. Additionally, all teachers are sensitive to the differ
of the diverse learners within the classroom and provide academic experiences that reflect that sensitivity.
eachers are resistant to an increased use of technology on the classroom, the majority have embraced a di
d of education.

MENDATIONS: Continued training in differentiation to meet the changing needs of a changing student body

CE: All teachers demonstrate a deep understanding of the subject mater within their content areas, and a
rs use a variety of instructional methods. Some teachers, though, fall into a trap of using the same old me
ssment over and over again despite a lack of success or a success plateau. While many teachers plan and
e cross-curricular units, others refuse to teach anything other than the skills of their content area in isolatio
e, many teachers at the school fall into the fully operational range while a few hold-outs keep the overall st
erational range.

MENDATIONS: Change the culture of the school in order to encourage all teachers to use differentiated me
uction and plan and execute one or more cross-curricular units per year.

EVIDENCE: The principal and school leaders plan and promote a school atmosphere and culture in which teachers have
and are expected to maintain a deep understanding of content and practices that will best reach all students and
challenge all students. Work schedules and meeting times at the school are designed to ensure that key groups meet
together for the purpose of development and maintenance of the most up to date practices and content knowledge
possible while also integrating those practices and that content knowledge into the classroom. Administrators then
monitor those meetings as well as the classroom practices of the teachers to ensure that they are being implemented
faithfully through formal and informal observations and through brief walkthroughs.
RECOMMENDATIONS: Continued earmarking of time for professional development and development of a professional
learning community and a collaborative work structure. Add more teeth to observations of teachers who fail to use best
practices of new technologies and methodologies in their classrooms.

PL 3.4 Partnerships to Support Student Learning

Not Addressed

Emergent

Operational

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Fully
Operational

There is no collaboration
with parents or the
community in developing
activities to support
learning. Communication
through only written
correspondence is limited to
encouraging parents to
attend school functions,
yearly conferences, and
performances.

There is a school committee

to focus on developing
community partnerships to
support student learning.
Communication through
written correspondence or
phone is about school
programs, student progress,
and encouraging
attendance at school
functions, yearly
conferences, and
performances.

There is a committee that

works with families and the
community through
partnerships that develop
programs to support student
learning. Strategies are
implemented to increase
family involvement such as
offering suggestions about
ways parents can support
student learning at home and
communicating with families
about school programs and
student progress (e.g.,
information about report
cards, grading practices,
student work, homework,
and school events) through a
website, phone, email, voice
mail, and written
correspondence.

Partnerships among
teachers, families, and the
community are maintained
to develop programs that
support learning and
enhance student skills and
talents. Strategies are
implemented to increase
family involvement such as
providing parent education
workshops with information
on child development and
supporting student learning
at home and communicating
with families about school
programs and student
progress (e.g., information
about report cards, grading
practices, (student work,
homework, and school
events) through an
interactive website, phone,
email, voice mail and written
correspondence.

EVIDENCE: While there is no set committee to support and develop partnerships between the school, parents, and the
community, many different structures exist within the school to communicate with parents and community members
about methods for creating student success. Students with IEPs get more specialized attention and more communication
between school and home. The school executes a Take Your Parent to School week each semester in which parents are
invited to shadow their children at school on a typical. Parents are also asked to come in for face-to-face conferences
yearly on October. Academic and curriculum nights are also schedules are various points throughout the year to educate
parents on the different ways that students can ask for and receive assistance at school. Additionally, teachers are open
to multiple methods of contact with parents in order to ensure that optimal learning outcomes are realized.

Page 17 of 18

RECOMMENDATIONS: A committee to explore more methods of communication and assistance should be formed.

Page 18 of 18