GAPSS Review Template

PROFESSIONAL LEARNING - Professional learning is the means by which teachers, administrators and
other school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and
support high levels of learning for all students.

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

when, why and wherecontributes to the development and quality of

learning communities, ensuring that they are functioning, leadership is
skillful and focused on continuous improvement, and resources have been
allocated to support adult learning and collaboration.
PL 1.1 Learning Teams
Not Addressed
Teachers do not participate in
learning teams or meet regularly to
plan for instruction.

Emergent

X Operational

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.

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.

Page 1 of 28

Fully
Operational
All teachers participate in
learning teams throughout the
year and meet regularly to
plan for instruction (e.g.,
develop lesson plans, examine
student work, monitor student
progress). The collaborative
work is aligned with the school
improvement goals.

EVIDENCE: In the space below, provide detail evidence supporting your rating above Data teams play an essential role in
making sure that the vision and mission of the school are carried out and are considered the strength of OGHS (OGHS SIP, 2014, S. Brown, personal
communication, February 4, 2015). Olive Groves vision is Empowering Dreams For the Future and seeks to do so by acknowledging the cultural
differences in students and implementing strategies that aid at-risk minority students in achieving academic success (OGHS SIP, 2014). Therefore,
Data teams collaborate every two weeks in an effort to focus on the instructional framework and to discuss various strategies that increase student
engagement. During these meetings, data team members provided student data to be analyzed and interpreted in an effort to find effective strategies
that can aid teachers in implementing Common Core Standards
RECOMMENDATIONS: According to the Standards for Professional Learning, (2015) to ensure that school improvement goals are met, the
school environment should promote collaboration that requires continuous improvement, promotes collective responsibility, and supports alignment
of instruction to school improvement goals. Therefore, collaboration should occur weekly, during the workday in an environment that is transparent,
establishes clear obtainable goals, and promotes equality.

PL 1.2 Learning Community

Not Addressed

Emergent

XOperational

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Fully
Operational

There is little or no evidence that

the principal, administrative team or
related human resources (e.g.,
leadership team, coaches, central
office) supports or reinforces the
creation and maintenance of a
learning 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, administrative

team and other human
resources consistently support
the creation and maintenance
of an effective learning
community to support teacher
and student learning. These
individuals work
collaboratively to reinforce
teachers skillful collaboration
(e.g., facilitation skills, conflict
resolution, and group
decision-making). They also
help to create structures to
support collegial learning and
implement incentive systems
to ensure collaborative work.
They monitor the impact of
these collaborative processes
on school improvement goals
and on student learning, and
participate with other
individuals and groups in the
operations of the learning
community.

EVIDENCE: In the space below, provide detail evidence supporting your rating above According to the School Improvement Plan,
OGHS seeks to meet its goals by establishing a learning community through the creation of data teams. These data teams meet every two weeks to collect & analyze
data that data team facilitators provide to the Leadership Team. The Leadership Team interprets the data to identify the professional learning needs of educators
and the needs of specific groups of students (OGHS SIP, 2014). Despite encouraging teachers to meet to analyze data, the Leadership team fails to provide ongoing
feedback on how the strategies are impacting student achievement, if goals are being met, or whether strategies are effective.

RECOMMENDATIONS:

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PL 1.3 Instructional Leadership Development and Service

Not Addressed
There are few if any opportunities
for teachers to participate in
instructional leadership
development experiences, serve in
instructional leadership roles, or
participate in supporting schoolbased professional learning.

XEmergent

Operational

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.

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
Operational
A variety of teachers take
advantage of opportunities to
participate in instructional
leadership development
experiences and serve in
instructional leadership roles
(e.g., instructional coach,
mentor, facilitator). They plan,
advocate for support of, and
articulate the benefits and
intended results of
professional learning.

EVIDENCE: In the space below, provide detail evidence supporting your rating above The Leadership team provides
opportunities for teachers to participate in leadership opportunities however, these opportunities are only extended a small group of people.
RECOMMENDATIONS: In order for OGHS to be fully operational in Instructional Leadership Development and Service, a variety of teachers
should be offered the opportunity to participate in instructional leadership development experiences and serve in instructional leadership roles that
engaged in planning, supporting, and communicating professional learning in the school. In order to achieve this, Knights, (2007) core principles of
equality, choice, voice, dialogue, reflection, praxis, and reciprocity should be implemented. When it comes to leadership, one individual should not
make decisions for another. According to Knight, (2007) there should be a respect for professionalism and taking away teachers right to say no is
reducing them to be less than professional. Therefore, all teachers should be treated professionally and given a choice on whether they want to
participate in Leadership opportunities. Teachers at OGHS should have a voice and have their thoughts and beliefs valued. Teachers should also be
free to dialogue with leaders and their peers and free to make real, meaningful leadership decisions regarding professional learning.

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Page 5 of 28

PL 1.4 School Culture for Team Learning and Continuous Improvement

Not Addressed
There is little or no evidence of the
principal and other leaders
establishing ongoing team learning
with clearly articulated expectations
for professional learning.

X Emergent

Operational

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.

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
Operational
The principal and other
leaders support a school
culture that reflects ongoing
team learning and continuous
improvement. The principal
and other leaders plan for
high-quality professional
learning, articulate intended
results of school-based
professional learning, and
participate in professional
learning to become more
effective instructional leaders.

EVIDENCE: In the space below, provide detail evidence supporting your rating above In order to meet the goals established by
the School Improvement plan, teachers are encouraged to seek strategies that improve student learning. Yet, there is not a clear plan designed or
communicated to teachers to ensure that these goals are met leaving teachers complacent. According to Knight, (2007) when professional
development is poorly designed, it can affect teachers willingness to embrace new strategies and teachers will lose their enthusiasm, leaving any
additional professional learning ineffective.
RECOMMENDATIONS: According to Knight, (2007) when teachers receive support, 90% will embrace and implement strategies that improve
student achievement. In order, to ensure our goals are met the Leadership team should design and implement a well-developed plan. This plan should
include ongoing support and feedback that occurs on a regular and continuous bases.

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PL 1.5 Job-Embedded Learning and Collaboration

Not Addressed
Teachers spend little or no time
during the work-week learning and
collaborating with colleagues to
improve their use of curriculum,
assessment, instruction, and
technology.

XEmergent

Operational

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.

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
Operational
Teachers spend a significant
part of their work-week in jobembedded learning and
collaboration with colleagues
addressing curriculum,
assessment, instruction, and
technology. They receive
sufficient support resources
(e.g., materials, time, training)
and assist with securing
additional resources
necessary (e.g., funding, time,
technology) to sustain their
learning. (NSDC Standards
recommend that formal and
informal job-embedded
learning take place during at
least 25% of educators
professional time. Such time
can be devoted to lesson
study, peer observations and
coaching, modeling,
conferencing, teacher
meetings, mentoring.)

EVIDENCE: In the space below, provide detail evidence supporting your rating above Teachers at OGHS face many challenges
due to the social climate of the school. Data teams and various departments meet every two weeks and much of this time is often spent venting
frustrations.

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RECOMMENDATIONS: Data teams should meet weekly. Before each meeting, the data team facilitator should communicate the objectives that
will be meet during the meeting, the specific time and place where the meeting will occur and the length of the meeting. The data team facilitator
should also establish guidelines that everyone should follow. These guidelines will ensure that the meeting is productive. Although it is important that
Everyone involved in the meeting has a voice, it should be communicated that this time is professional time devoted to lesson study, peer observations
and coaching, modeling, conferencing, teacher meetings, mentoring.

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PL 1.6 Resources Support Job-Embedded Professional Learning

Not Addressed
Resources are not allocated for jobembedded professional learning that
is aligned with high-priority school
improvement goals. Little if any
professional development is devoted
to helping teachers use technology
to enhance student learning.

XEmergent

Operational

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.

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 to
support job-embedded
professional learning that is
aligned with high-priority
school improvement goals and
technology supporting student
learning. There is sustained
commitment to ensuring that
these professional
development activities result
in successful classroom
implementation. There is also
a process in place to
determine the value-added of
key strategies and processes,
i.e., how they impact student
achievement and related
organizational short- and longrange goals.

EVIDENCE: In the space below, provide detail evidence supporting your rating above According to the Olive Groves School
Improvement Plan, the goal for technology use includes using technology to integrate college and career paths. This includes in increasing the
number of students that complete pathways and increasing test scores through the use of documentation cameras, EdModo and iRespond.
Professional trainings will also focus on educating teachers on how to implement technology that is student-centered, higher-order thinking, and
problem solving (OGHS SIP, 2014). Despite this, there is limited professional development devoted to helping teachers use technology to enhance
student learning. According to K. Hopkins and S. Brown, future professional learning at OGHS will focus on additional ways educators can increase
technology integration in their classrooms and will focus on integrating technology the right way to make sure students are successful.
RECOMMENDATIONS: Implement professional developments that are well designed and going. These professional developments should provide
learning opportunities that enhance teachers use of technology to support student learning and provide feedback on teacher implementation and
student academic performance.
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Professional Learning Standard 2: The processthe howof professional learning is

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

evaluated to determine its impact, aligned with adult learning theory, and
collaborative in design and implementation.
PL 2.1 Collaborative Analysis of Data
Not Addressed
Teachers and/or administrators use
personal experiences or opinions to
determine student and adult
learning needs and goals. Data is
not collected and analyzed in
monitoring school and classroom
improvement strategies,

Emergent

Operational

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.

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.

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Fully
Operational

Teachers and administrators

collaboratively analyze disaggregated
student learning, demographic,
perception, and process data to
identify student and adult learning
needs and goals. They continuously
(minimum of 4 times a year) collect
and analyze relevant student and
teacher data (e.g. action research,
analyzing student work, classroom
observations, Awareness Walks, and
surveys) to monitor and revise school
and classroom improvement
strategies. Accomplishments are
celebrated and results are regularly
reported to family and community.

EVIDENCE: In the space below, provide detail evidence supporting your rating above Data teams play an essential role in making sure that the vision
and mission of the school are carried out and are considered the strength of OGHS (OGHS SIP, 2014, S. Brown, personal communication, February
4, 2015). Olive Groves vision is Empowering Dreams For the Future and seeks to do so by acknowledging the cultural differences in students and
implementing strategies that aid at-risk minority students in achieving academic success (OGHS SIP, 2014). Therefore, Data Teams collaborate
every two weeks in an effort to focus on the instructional framework and to discuss various strategies that increase student engagement. During these
meetings, data team members provided student data to be analyzed and interpreted in an effort to find effective strategies that can aid teachers in
implementing Common Core Standards. The Leadership Team interprets the data to identify the professional learning needs of educators and the
needs of specific groups of students (OGHS SIP, 2014). Teacher data is analyzed and collected when the Leadership team evaluates teachers using the
TKES system (OGHS SIP, 2014). Teachers are seen a total of eight times a year through classroom observations (walkthroughs), and formative and
summative evaluations (S. Brown, personal communication, February 4, 2015).

RECOMMENDATIONS:

PL 2.2 Evaluating Impact of Professional Learning

Not Addressed

X Emergent

Operational

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Fully
Operational

The principal and other leaders

develop and implement a plan for
evaluating teachers reactions to
professional development events.
Teachers contributions to the
evaluation are limited to providing
satisfaction ratings. The
evaluation identifies changes in
teacher knowledge and skills as a
result of participation, but it does
not evaluate changes in practice or
impact on student learning.

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.

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.

The principal and other

leaders develop and
implement a comprehensive
plan for conducting ongoing
(both formative and
summative over a three- to
five-year period) evaluation
of the impact of professional
development on teacher
practices and student
learning. Evaluation also
emphasizes changes in
school culture, organizational
structures, policies, and
processes. Teachers
contribute to the evaluation
by collecting and analyzing a
variety (student learning,
demographic, perception,
and process) of relevant
data. The plan specifies the
evaluation question(s), data
sources, data collection
methodology, and data
analysis processes.

EVIDENCE: In the space below, provide detail evidence supporting your rating above The principal and other leaders develop
and implement a plan for evaluating professional development by performing classroom observations (walkthroughs), and formative and summative
evaluations eight times a year using the TKES system. Teachers contribute to this evaluation by collecting and analyzing student learning data. The
Leadership Team interprets the student learning data to identify the professional learning needs of educators and the needs of specific groups of
students (OGHS SIP, 2014). However, the plan is not comprehensive plan that is ongoing over an one- to two-year period nor does the evaluation
emphasize changes in school culture, organizational structures, policies, and processes data.

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RECOMMENDATIONS: According to The Standards for Professional Learning, how professional learning is planned affects its quality and
effectiveness. Therefore, in order to for professional learning to is beneficial to teaching practices and student learning, the principal and other
leaders must develop and implement a comprehensive evaluation plan that is formative and summative and ongoing over a three- to five-year
period. The principal and other leaders should provide ongoing assessment, feedback, and coaching so the learning becomes fully integrated into
routine behaviors (The Standards for Professional Learning). Teachers can contribute to the evaluation by continuing to collect and analyze
relevant student data and The Leadership teams can use this data to gain feedback on student achievement and teacher effectiveness. This will help
foster OGHS vision of fostering a learning community that empowers students to achieve academic excellence despite language barriers and
economical disadvantages.

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PL 2.3 Interpreting and Using Research Results

Not Addressed
The principal and other leaders
review professional journals that
summarize research instead of
actual research or they do not
recognize a need for reading and
interpreting research when
making instructional decisions
regarding professional
development and school
improvement approaches.

XEmergent

Operational

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.

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
Operational
The principal and other
leaders demonstrate
advanced skills in
determining appropriate
research design, interpreting
research results, and
determining whether results
can be generalized. They
ensure that teachers and
community members 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.

EVIDENCE: In the space below, provide detail evidence supporting your rating above Due to the changing demographics at
OGHS and the various learning abilities, principal and other leaders review educational research & are committed to implementing initiatives that
meet the academic and social needs of diverse learners. This includes encouraging teachers to collaborate with each other to develop, implement, and
support new plans and/or programs that focus on student-centered learning, higher-order thinking, and problem solving in the classroom while
acknowledging the culture of the student. However, only a few select teachers, the principal and other leaders review and collaborate on educational
research to make informed instructional decisions regarding the adoption of professional development and school improvement.

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RECOMMENDATIONS: In order to be truly committed to implementing initiatives that meet the academic and social needs of diverse learners, we
must implement educational research that involves everyone. Teachers are responsible for creating a safe and productive learning environment
(Knight, 2007). I believe that The Leadership team should set an example by establishing the same. By implementing the core principles of the
Partnership Philosophy, OGHS will ensure that teachers will use educational research to find effective strategies. When the principal and other
leaders collaborate with all teachers together we can make meaningful instructional decisions regarding the adoption of professional development
and real the goals established in the school improvement plan.

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

Not Addressed
Teachers experience single, standalone professional development
events that are typically large
group, workshop designs. There
is little if any evidence of
implementation or change in
practice in classrooms. No
emphasis is given to enhancing
teachers content knowledge or
understanding.

X Emergent

Operational

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.

Fully
Operational
Teachers participate in long-term
(two- to three-year period), indepth professional learning that
engages learning teams in 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
extensive, 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
coaching with feedback). A major
focus of ongoing professional
development is a commitment to
maintaining and updating all
teachers knowledge and
understanding of the content
they are teaching and changes
occurring in their field(s).

EVIDENCE: In the space below, provide detail evidence supporting your rating above Despite academic coaches providing
follow-up support and additional help to teachers and the eight classroom observations (walkthroughs), and formative and summative evaluations,
there is very limited school-based support for implementation towards the end of the school year.
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RECOMMENDATIONS: According to Knight (2007) in order to make it easier for teachers to embrace and implement strategies that improve
student achievement, teachers need to receive support and feedback that is ongoing. Teachers should participate in long-term (two- to three-year
period) professional learning that is extensive and provides follow-up support for implementing new classroom practices. According to the Standards
for Professional Learning, (2015) to ensure that professional learning is successful, those involved in implementing professional developments and
those participating must be committed to long-term change by setting clear goals and maintaining high expectations for implementation.

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PL 2.5 Alignment of Professional Learning with Expected Outcomes

Not Addressed
The principal and other leaders
provide single, stand-alone
professional development events
that are typically large group,
workshops with no expectations
for implementation of new
classroom practices. Generally,
activities are not aligned with the
school improvement plan or
related priorities.

XEmergent

Operational

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.

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
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). They
ensure that teams of teachers
are engaged in long-term (twoto-three year period), in-depth
professional learning with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation with
collaboratively developed rubrics
describing desired classroom
practices and communicate how
those practices connect to the
school improvement goals.

EVIDENCE: In the space below, provide detail evidence supporting your rating above At the beginning of the year, the Learning goals are articulated
to the staff but expectations for implementation is very limited.

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RECOMMENDATIONS: According to the Standards of Professional Learning, in order for OGHS to meet the goals established in the School
Improvement Plan the principals and other leaders need to ensure that professional learning is well designed and aligned to Standards of
Professional Learning. This well designed plan should be long-term and clearly communicate the expectations for implementation. This includes but
is not limited to resources, rubrics, ongoing feedback, data, and research. When the principal and other leaders align professional learning to the
Standards of Professional Learning and clearly communicate expectations, teachers will be come effective leaders and student performance will
increase.

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PL 2.6 Building Capacity to Use Research Results

Not Addressed
Professional development is
planned with no regard for
research about adult learning
needs and individual and
organizational change processes.
The sessions provided include
strategies that do not mirror the
instructional strategies teachers
are expected to use with students
(e.g., lecturing on inquiry method,
covering material instead of
helping participants to use and
internalize it), and sessions are the
same for all teachers regardless of
their career stage.

Emergent

XOperational

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.

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.

Page 20 of 28

Fully
Operational
Professional development
builds the capacity of the
staff to use research about
adult learning needs and
individual and organizational
change processes as they
implement new strategies.
Professional development
sessions consistently
employ the same
instructional strategies that
are expected to be used in
their classrooms. The
experiences impact
teachers depth of
understanding enabling
them to solve problems and
adapt new strategies to
classroom circumstances.
Professional development is
differentiated to reflect
career stage needs and
interests (e.g., mentoring,
leading learning teams,
coaching, utilizing
technology, and curriculum
development).

EVIDENCE: In the space below, provide detail evidence supporting your rating above Once the Leadership team analyzes data, decisions are made
regarding which professional development will be beneficial to teachers. During professional development sessions, Academic coaches model
research based strategies for all teachers. However, for one year, new teachers receive extra support by attending additional professional
developments. In these professional developments, researched based strategies are modeled by both the academic coaches, mentor teachers, data
team facilitators, and departmental chairs. .
RECOMMENDATIONS: OGHS can be operational if we consistently implement Knights Partnership Approach and align professional development
to the Standards of Professional Learning. According to the Standards of Professional Learning, to increase educator effectiveness, support long
term change, and impact teachers depth of understanding, learning should be long term and consistent. This will enable new teachers to solve
problems, adapt new strategies to classroom circumstances, and ensure continuous improvement. In addition, mentor teachers, data team
facilitators, and departmental chairs will also benefit from the mentoring new teachers. According to Knight (2007), through reciprocity those
mentoring and those receiving mentoring will be able to continually learn from each other when there is an equal give and take.

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PL 2.7 Knowledge about Effective Group Processes

Not Addressed
Teachers and administrators lack
knowledge about effective group
processes and/or work alone,
disregarding collective
responsibility for student learning.

X Emergent

Operational

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.

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 Operational
Teachers and administrators have
knowledge and skills to monitor and
improve 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 in established,
ongoing learning teams. Technology
(e.g., online discussions, web casts,
and seminars, educational blogs,
listservs, downloadable resources) is
used to support collegial interactions
and to ensure effective and sustained
implementation.

EVIDENCE: In the space below, provide detail evidence supporting your rating above Due to the social climate of the school,
teachers at OGHS face many challenges and has a school culture that lacks trust , collective responsibility & limited communication. When it comes
to decision making only a small few are permitted to voice their opinions. The Leadership team spends a lot of time trying to resolve overwhelming
issues that affect our students, leaving teachers to resolve issues on their own. Therefore, time in meetings is not productive because it is spent venting
frustrations. Unfortunately, there are no guidelines set to help teachers resolve conflicts, leaving teachers to resolve issue on their own.
RECOMMENDATIONS: In order for OGHS to become fully operational , the Standards for Professional Learning suggests that each member
of the Learning community be held accountable to one another in order to achieve the shared goals of the school and work in transparent, authentic
settings that support school improvement. Therefore, OGHS should implement a well develop plan that creates a positive social climate that
encompasses trust, equality, collective responsibility & effective communication. There should be a clear plan set in place that provides guidelines on
group decision-making strategies.
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EVIDENCE: In the space below, provide detail evidence supporting your rating above Olive Grove High School is committed multicultural education
by acknowledging the cultural differences in their students and seeks to implement strategies that aid at-risk minority students in achieving
academic success (OGHS SIP, 2014). Yet, student perceptions and achievement shows that every teacher does not differentiating instruction or
provide a nurturing learning environment that accommodates diverse students.

RECOMMENDATIONS: To truly have an environment where respect and appreciation for a diverse populations is evident, we must not only have
this goal in writing but it must be clearly articulated to the staff and successfully implemented using resource based strategies. Also, teacher must
acknowledge cultural differences and implement strategies that aid minority students in achieving the same academic success as white students.
Strategies such as technology integration and multicultural education have been show to aid minority students in fostering higher order thinking
skills and helps at-risk students increase academic achievement. According to Hollenbeck and Hollenbeck (2009), technology enhances learning by
bridging the gap between cultures and breaking language barriers. Technology also enhances student achievement by providing students with
multiple opportunities to utilizing critical and creative thinking skills (Darling-Hammond, Zielezinski, & Goldman, 2014). According to the
Standards for Professional Learning, student achievement increases for all students when the learning communities collective share responsibility for
the learning therefore multicultural education should be implemented by all teachers and not a small few.
EVIDENCE: In the space below, provide detail evidence supporting your rating above- Teachers at OGHS are knowledgeable in
their subject matter and often aligned the materials to the learning goals however, many continue to use traditional teacher led teaching methods
with limited engaging instructional strategies. But due to the increase in immigration, the traditional classroom must change. Therefore, it is
imperative that educators seek strategies that change the traditional teacher center classroom into student centered classroom that engages students
through fostering critical and creative thinking skills and forming multidisciplinary curriculum connections.
RECOMMENDATIONS: Through differentiate instruction and forming multidisciplinary curriculum connections, teachers can ensure that all
students have the same opportunities for success. When teachers are able to visualize an entire unit, they can serve students better , therefore to
reach more students, Knight, (2007) suggests content mapping as a strategy to differentiate instruction. Other strategies such as technology
integration and multicultural education can also be used to differentiate instruction and have been show to aid minority students in fostering
higher order thinking skills and helps at-risk students increase academic achievement. According to Hollenbeck and Hollenbeck (2009), technology
enhances learning by bridging the gap between cultures and breaking language barriers. Interdisciplinary teaching can occur when teachers
collaborate and implement fusion. According to Drake and Burns (2004), fusion also can be used to aid teachers in implementing a
multidisciplinary approach that engages students in the learning process. Also, a single source of data can not offer a balanced
comprehensive analysis of student achievement, therefore teachers should recognize the importance of various assessment strategies and
seek assessment strategies that work (Standards for Professional Learning)

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EVIDENCE: In the space below, provide detail evidence supporting your rating above In an effort to aid teachers in using
research based instructional strategies to assist at-risk students data is used to determine which professional development teachers participate in.
These professional occur during teachers off periods or during day training. Therefore the Leadership Team scheduled classes in a way that allows
teachers to collaborate within their specific department. Yet, large scale trainings are still implemented that do not address the needs of all educators
leaving many to feel frustrated. This is a result of teachers not have a voice in which professional development they want to participate in or when
there is an appropriate time to participate in the professional development. As a result, those implementing the professional development received
resistance from other teachers.
RECOMMENDATIONS: Using Knights, (2007) Partnership Approach can be both beneficial for both the coach (the person implementing the
professional development) and the teachers. Knight, (2007) suggests that in order for coaches to be effective they must stay detached and not take
things personal. Larger groups should only be used when all teachers need to hear the same message and when coaches are sure that all teachers are
interested in collaborating with the coach. During large-group professional developments, coaches should explain the partnership philosophy and
distribute a one-page summarized handout, as well as a feedback form that allows teachers to indicate their interest in the professional development.
According to Knight, (2007) there should be a respect for professionalism and taking away teachers right to say no is reducing them to be less than
professional. Therefore, all teachers should be treated professionally and given a choice on whether they want to professional development.

PL 3.4 Partnerships to Support Student Learning

X

Not Addressed

Emergent

Operational

Page 24 of 28

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: In the space below, provide detail evidence supporting your rating above According to the SIP, the goal is to increase family and
community engagement through bi-lingual communication of school events, community connections activities, Communities In Schools events,
increased attendance at events through creative scheduling and bundling of events yet there is little parent or community involvement.
Communication is very limited due to various languages spoken. There is also one parent liaison available to serve our student population that
consists of 50.1% Latino. There is communication but it is limited to surveys that are never returned, phone blast, letters, and information posted
on the webpage.

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RECOMMENDATIONS: OGHS should create an environment that not only supports student learning but family and community learning. A
committee should be establish to focus that focuses on student and family needs. This committee should communicate with families frequently and
use researched based strategies to increase family and community involvement. Strategies such as access to technology can be beneficial to both
students and their families. According to Hohlfeld, Ritzhaupt, & Barron (2010), when families become involved in the school, it has a positive
impact on students by increasing self-esteem, self-discipline, student achievement, and graduation rates. In order to make a positive impact on
student achievement, the gap between schools and families must be closed through the use of information and communication technology such as
blogs, emails, podcast, the school website & (Hohlfeld, et al., 2010).

References

Page 26 of 28

Charmaraman, L., & Hall, G. (2011). School dropout prevention: What arts-based community and out-of-school-time programs can contribute. New
Directions for Youth Development, 2011(S1), 9-27.
Darling-Hammond, L., Zielezinski, M., & Goldman, S. (2014, September). Using technology to support at-risk students learning (Rep.). Retrieved
from https://edpolicy.stanford.edu/publications/pubs/1241
Drake, Susan M., and Rebecca C. Burns. Meeting Standards Through Integrated Curriculum. Virginia: ASCD, 2004.
"Georgia Department of Education: Teacher and Leader Effectiveness." N.p., 1 July 2014. Web. 14 Feb. 2015. <http://www.gadoe.org/SchoolImprovement/Teacher-and-Leader-Effectiveness>.
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and family with ICT: Four-year trends
related to school level and SES of public schools in Florida. Computers & Education, 55, 391-405.

Hollenbeck, J., & Hollenbeck, D. (2009). Using technology to bridge the cultures together in the multicultural classroom (Master's thesis, Oklahoma
State University, 2009) (pp. 1-6). Stillwater: Donald P. French.
King, K., Artiles, A., & Kozleski, E. (n.d.). Professional learning for culturally responsive teaching and learning (Issue brief). Retrieved November
3, 2014, from The National Center for Culturally Responsive Educational systems website:
http://www.nccrest.org/professional/culturally_responsive_pedagogy-and.html
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Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction.

Corwin Press: Thousand Oaks.
"Standards for Professional Learning." Learning Forward: Welcome. NSDC, 2011. Web

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