Running head: CURRENT REALITY AND GSAPS 1

Professional Learning Current Reality and GSAPS

Kimberly D. Hoy

PL & Technology Innovation

Kennesaw State University

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Vision

Hart County High School is located in a rural county in northeast Georgia, serving the

needs of approximately 900 students. Yearly, stakeholders collaborate to produce or refine the

school’s mission statement. It states that “through excellence in teaching and in partnership with

parents and the community, [Hart County High School (HCHS)’s] mission is to provide an

educational environment that challenges students to become lifelong learners and responsible,

productive members of society” (Strategic plan, 2017). A supporting belief is that education

should be an active process that explores not only students’ interests, but also the wellbeing of

staff members. Currently, Hart County High School operates under the guidance of several

governing bodies. Specifically, the Board of Education, county office administration, HCHS

administration, and HCHS’s School Governance Team all work to steer the direction of the

school towards the mission statement.

Each spring, numerous committees meet and several surveys are conducted to develop

plans for improving schools over the entire county. To initiate the process, the Hart County

Charter System’s Strategic Plan is created, focusing in on four main areas: student achievement,

school climate and community engagement, operations, and systemic improvement. HCHS

decided to adopt the initiatives and action steps listed in that plan as their own. Most notably,

there are actions steps related to increasing standards-based best practices through professional

development, writing across the curriculum, and integrating technology in all courses (Strategic

plan, 2017).

HCHS’s principal, Kevin Gaines, expanded on the vision for technology during an on-

campus interview. According to him, Hart County High School operates under the district’s

Three-Year Technology Plan, which states that “all stakeholders consistently and collaboratively

blend learning while utilizing 21st century skills and resources to develop college and career
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ready citizens” (Three-year technology plan, 2016). This plan specifies that all students in third

through twelfth grade will have access to Chromebooks to maximize the opportunity for blended

learning experiences. The county also adopted a Bring-Your-Own-Technology (BYOT) Plan

that encourages students to use their own devices as a tool for learning. Teachers are encouraged

to include a wide variety of technology-based options for students, including the use of the G

Suite for Education, Google Classroom, Safari Montage (for videos), Nearpod, Flipgrid, and

interactive whiteboards. Both the technology plan and Kevin Gaines agree that professional

development is key to successful technology implementation. Gaines continued by saying that

“you can’t force feed technology to teachers. Technology use has spread by colleagues

influencing each other” (Hoy, personal communication, September 2017). Specific technology

needs are measured through the Title II-A Needs Assessment and Equity Plan survey that is

administered every spring. Data from state standardized testing and subgroup performance is

also analyzed to look for purposeful technology options that will meet all stakeholders’ needs.

The district technology plan includes a powerful claim that teachers and students will develop

ways to extend learning outside of the school walls, researching and solving real-world

problems, connecting back to Hart County High School’s vision that students will be productive

and contributing members of society.

Needs Assessment

To determine the professional development needs for the upcoming school year, the

county office administers the Title II-A Needs Assessment and Equity Plan each spring. This

survey is the primary means for gauging what teachers feel like they need in terms of training.

When asked to select their top three training needs, Hart County High School teachers favored

these three options the most: teaching students to self-assess (46.15%), infusing technology in to
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teaching and learning (44.62%), and setting individual goals with students (32.31%). When

asked to prioritize training needs for instructional strategies, teachers wanted assistance with

authentic student learning, activating student learning, and small group instruction or

collaborative groups. Teachers also had the ability to select their preferred method of delivery in

terms of professional learning. For this question, HCHS teachers strongly preferred out-of-town

conferences (47.69%), with professional learning days and online courses being favored 38.46%

of the time each. Sessions during planning and job-embedded instructional coaching were close

behind. One question of the survey was written specifically for differentiated training on 13

technology programs in the county. For example, 56% of teachers needed advanced training

with Google Classroom, 34% of teachers requested introductory training, and 10% did not think

Google Classroom was applicable to their classrooms. With this information, the HCHS

administration arranged for selected teachers to conduct both a beginner and advanced Google

Classroom training on different days, with teachers only needing to attend the training that

matches their needs.

Outside of the Title II-A Needs Assessment and Equity Plan survey, HCHS

administration meet to discuss trends in Teacher Keys Effectiveness System (TKES)

observations to identify other professional needs. Principal Kevin Gaines also noted that state

standardized test scores play a role in what training is needed in the school (Hoy, personal

communication, September 2017). After analyzing subgroup performance at HCHS, students

with disabilities, economically disadvantaged, and black students are not meeting state targets in

most subjects (College and Career Readiness Index, 2016). Selected teachers will be attending

co-teaching training to learn new strategies for students with disabilities. Furthermore, many of

the technology and best practices trainings will help to address the needs of other subgroups.
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Mr. Gaines concluded by stating that the leadership team at the school has influence on the

professional learning opportunities at Hart County High School.

Professional Learning

To provide consistency across the county in regards to teacher training, the Hart County

Charter System established a committee to create an agreed-upon structure to address the many

requirements of professional development. It was decided to assign each Thursday of the month

as a designated day that teachers would be involved in a wide variety of professional learning

opportunities. On the first Thursday of the month, teachers are expected to document time

working toward their individual or school-based Teacher Keys Effectiveness System (TKES)

goals. “Dedicated job-embedded learning time elevates the importance of continuous, career

long learning as a professional responsibility of all educators and aligns the focus of their

learning to the identified needs of students they serve” (Standards for Professional Learning,

2015).

The second Thursday of the month is set aside for school-based professional

development. The specific training is set by the school’s administration based on school-specific

needs. At HCHS, three types of school-based learning will be provided. There will be a

technology series to address Google Classroom, Nearpod, and Flipgrid. A few of the Thursday

trainings will be on data analysis, while several more will be on best practices. Those trainings

will address flexible grouping and differentiation, wait time and questioning, and effective

feedback and behavior intervention. Teachers will be engaged in data analysis and achievement

team meetings on the third Thursday of each month.

Finally, the fourth Thursday of the month reserves time for teachers to meet in horizontal,

vertical, or cross-curricular teams within or between schools in the county. On these days,
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middle and high school math teachers might meet to discuss issues and trends happening in 6th

through 12th grade classrooms. Science, Technology, Engineering, Arts, and Mathematics

(STEAM) teachers could meet to develop real-world projects to deepen students understanding

of multiple concepts. The second, third, and fourth Thursdays of the month are all forms of

collaborative learning. “While some professional learning occurs individually, particularly to

address individual development goals, the more one educator's learning is shared and supported

by others, the more quickly the culture of continuous improvement, collective responsibility, and

high expectations for students and educators grows” (Standards for Professional Learning, 2015).

To follow up with professional learning, Hart County High School teachers have access

to three instructional coaches. Although the coaches predominantly work with Mathematics,

English/Language Arts, and Social Studies, any teacher can request assistance after professional

training to increase the chances of implementation. Another creative way that HCHS provides

supportive assistance to teachers is by offering ongoing peer observations and tutoring. Teachers

have permanent access to a Google Sheet where they can either share a strategy or technology

they will be using in their classroom or they can look for a strategy or technology to watch. Each

week, Principal Kevin Gaines includes the engaging strategies on his weekly briefing and

encourages teachers to visit each other. Eventually, teachers will want to be featured on the

engagement strategies Google Sheet, which in turn will increase technology implementation in

the school. Finally, Mr. Gaines stated in his interview that he also looks for evidence of learning

in walk-through and formal observations (Hoy, personal communication, September 2017).

Alignment

Hart County High School’s professional development plans are nested under the

umbrellas of the Three-Year Technology Plan and Hart County Charter System’s Strategic Plan.
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“Learning communities align their goals with those of the school and school system, engage in

continuous professional learning, and hold all members collectively accountable for results”

(Standards for Professional Learning, 2015). Each professional development choice can be

easily traced back to a line item in one of the overarching plans. One of the primary system-

wide student achievement goals in the Strategic Plan is literacy, which has been adopted as a

goal in each teacher’s TKES platform. To help teachers meet this goal, teachers recently

received professional learning on the use of Newsela, which is an instructional software tool that

provides numerous articles by subject that can be tailored to a student’s specific Lexile score.

Students can then take comprehension quizzes and respond to writing prompts within the

software, allowing teachers to monitor student achievement related to literacy across the

curriculum. Another district and HCHS initiative is to increase technology integration in all

classrooms. All teachers recently completed a training session on Nearpod and Flipgrid, two

technologies that can be utilized for all levels of learners to increase student engagement in the

classroom.

Funding & Incentives

According to the interview with Principal Kevin Gaines, most system professional

learning initiatives are paid for by Title II, part A and State Professional Learning. The Assistant

Superintendent for Hart County Charter System provided additional information, specifically

that HCCS receives funds from the following locations: Title 1, part A; Title II; Title III; Title

IV; Title V-B; charter funds; and local school funds. In each budget, professional learning is

typically coded in the function column as 2210. Also, each department at the high school is

allowed to spend part of its budget on professional trainings and conferences. They do have to

account for substitutes and travel expenses when designating funds to attend conferences.
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In terms of technology expenditures, the county has spent $33,878.75 for Study Island to

be used across the entire county. This software is the predominant software choice for common

assessments and formative assessments in many classrooms. BrainPop is another license that has

been purchased for the entire county, with a $10,775 price tag. Because video usage for both

teachers and students is a priority, 60 licenses have been purchased for $2,000. Nearpod was

purchased across the county for $19,500, but is being funded through Title 1 funds in many of

the schools.

There is not a formal system for providing incentives for professional learning, but a few

do surface haphazardly to encourage teacher growth. Mr. Gaines explained that many teachers

are seeking higher scores on their TKES walkthroughs and evaluations, which motivates them to

attend various trainings. As small as it may sound, any in-house trainings include a spread of

drinks, snacks, and treats to soften the learning environment and meet teachers’ basic needs.

Occasionally, passes to wear jeans are awarded, which is always a major motivator to teachers.

Last spring, the Math and Social Studies Instructional Coaches offered a $75 Giveaway Contest

to encourage professional growth. Teachers could demonstrate technologies or strategies in their

classrooms, visit other teachers’ classrooms to watch a demonstration, or watch videos of best

practices to earn entries into a drawing. Almost all teachers participated in some way, which

built a cross-curricular connection between teachers that normally would not work together. A

$50 gift card, $25 gift card, duty free passes, and passes to have the Instructional Coach teach for

a class period were awarded. In the future, a similar contest may be organized again, along with

a badging system to motivate teacher learning.

Diversity
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Hart County High School has several subgroups that are identified on state standardized

testing, so specific teachers receive specialized training throughout the year. Because there is

traditionally a gap between the performance of students with disabilities with the general

population, teachers in co-taught settings do participate in off-campus training provided by

Pioneer RESA. Their consultants will also come to visit the school to provide observational

feedback. Principal Kevin Gaines stated that he prefers to provide training with in-house staff

when possible, so one of the stellar co-teaching teams will provided training on what works in

their classroom next spring. As mentioned earlier, HCHS is also conducting a series of

instructional strategy workshops that are geared to help struggling learners that come from

economically disadvantaged or black populations. Teachers can also choose to attend trainings

at Pioneer RESA that address those specific subgroup needs. From a financial standpoint, the

only cost to the school is for substitute teachers and travel expenses.

Lastly, the county has a growing subgroup of English Language Learners in elementary

school. Since that group has been underperforming in the area of math on state testing, a four-

day training series has been created to train 30 to 40 elementary mathematics teachers, along

with the Elementary Math Instructional Coach. In anticipation of those students entering middle

and high school in the coming years, the Secondary Math Instructional Coach is involved in this

professional learning opportunity as well. Strategies will be infused into middle and high school

math courses prior to those students entering grade six to be proactive in meeting their needs.

Collaboration

Hart County Charter System expects teacher teams to collaborate in various learning

groups to improve instruction in classrooms. Because of the strict guidelines set forth in the

Thursday Professional Learning calendar, “learning communities convene regularly and

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frequently during the workday to engage in collaborative professional learning to strengthen their

practice and increase student results” (Standards for Professional Learning, 2015). At HCHS,

subject teams meet weekly to plan common instructional practices and assessment techniques.

Documentation of those meetings are recorded on a specific form and submitted to

administration. Entire departments also meet regularly to discuss broader issues for the

department, including grading schemes, patterns and trends in student misconceptions,

professional learning needs, and budgeting needs. During the third Thursday of each month,

subject teams meet again to discuss data and select appropriate strategies to intervene or

accelerate students on targeted priority standards. In particular, teachers follow a protocol set by

Steve Ventura’s five-year contract with the school system. During the fourth Thursday of the

month, teachers that teach courses in the Science, Technology, Engineering, Arts, and

Mathematics (STEAM) program meet periodically to develop cross-curricular projects and

oversee the program’s future. This day is also set aside for vertical meetings between middle

and high school departments to analyze the systemic flow of student learning through multiple

grade bands.

Evaluation

“Whether or not an external evaluation is required, all professional learning should be

evaluated on an ongoing basis for its effectiveness and results” (Standards for Professional

Learning, 2015). The effectiveness of most professional development efforts are evaluated

through informal and formal walkthroughs conducted by HCHS administration. A notable

difference can be seen in HCHS classrooms over the last several years in terms of technology

usage, student engagement, small group learning, and differentiation (Hoy, personal

communication, September 2017). State standardized test scores are improving in pockets, with
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Analytic Geometry and Economics leading the way (College and Career Readiness Index, 2016).

Although test scores across the school have not improved consistently, it is hard to isolate the

effect that professional development has versus other factors. For example, last spring HCHS

administered all end-of-course tests as many as 15 school days prior to the end of the school

year. Those students in particular only had 75 days of block scheduling instruction. Even

though professional learning could have had an impact on the 75 days of instruction, the test

scores may not show growth because of the shear reduction in instructional time. For the 2017-

2018 school year, end-of-course testing will be moved to the last week of school, minimizing

that factor in relation to student achievement. This may allow for a more accurate analysis of

whether professional development is effective.

Actual training sessions are evaluated by a form that seeks feedback on the first three

levels of Guskey’s evaluation scale: participant’s reactions, participant’s learning, and

organization support and change (Guskey, 2002). Both the school level administration and the

county office review these forms to improve professional development offerings in the future.

Outside of a formal evaluation process, Mr. Gaines noted that “if [training] doesn’t work,

[teachers] will tell you right quick” (Hoy, personal communication, September 2017).
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References

Georgia Department of Education (2016). College and Career Ready Performance Index.

http://www.gadoe.org/CCRPI/Pages/default.aspx

Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational

leadership, 59(6), 45.

Hart County High School. (2017). Strategic plan. Retrieved from

https://docs.google.com/document/d/1N1fu74Q1O9okiZ3AVrBRVuor6HMNOaMnhMgmtHKy1

ig/edit

Hart County Charter System. (2017). Three-year technology plan. Retrieved from

https://docs.google.com/document/d/13Pselo-7we9NB_9o0MUkby2RUS8LVYFUsyr-

IQlDib4/edit

Laroche, L. (2017). Awakening purpose and potential. Retrieved from

http://www.lemuellaroche.com/copy-of-copy-of-home

7 Mindsets. (2017). About. Retrieved from http://7mindsets.com/about/

Standards for Professional Learning. (2015). Retrieved from https://learningforward.org/standards.

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PROFESSIONAL LEARNING
The means by which teachers, administrators, and other staff acquire, enhance, and refine the knowledge, skills, practices, and dispositions
necessary to create and support high levels of learning for all students.
Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

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

EVIDENCE: Hart County Charter System and Hart County High School use a collaborative process to determine professional development
needs. The process begins with the Title II-A Needs Assessment and Equity Plan each spring. This survey asks teachers to identify needs in
terms of strategies and technology for the upcoming school year. Once state standardized testing results return in late May, those scores are
disaggregated to see where target professional learning needs to occur. During the summer, the school’s Governance Team and parent
stakeholders are invited to develop the school’s strategic plan, which takes the county’s goals, initiatives, and action steps and modifies to fit the
specific school’s needs. Another source of input also comes in late spring, when parents are surveyed as a part of the school climate and culture
process. Hart County High School is differentiating school-based professional learning as teachers are allowed to pick four of the eight
offerings to best suit their needs. If this type of differentiation was more widespread, this evaluation would be marked as exemplary.

RECOMMENDATIONS: Going forward, I would recommend that student work samples in various subjects be analyzed to determine specific
professional learning needs as well. “Student data include formal and informal assessments, achievement data such as grades and annual,
benchmark, end-of-course, and daily classroom work, and classroom assessments” (Standards for Professional Learning, 2015). At the high
school level, a student survey that focused on curriculum, instruction, and technology needs might be helpful.
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Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance individual and collective
performance

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

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

EVIDENCE: Hart County High School teachers routinely collaborate to improve their own performance and the performance of the group.
Because of the implementation of the Thursday PL Calendar, teachers are required to collaborate on school TKES goals, differentiated school-
based professional learning, data teams, and horizontal and vertical teams. Beyond the Thursday calendar, teachers are expected to meet in
same subject teams to develop common syllabi, common lesson plans, and common assessments. Also, teachers have access to a shared
Google Sheet that allows teachers to post engaging lessons so that other teachers can come see strategies and technology at work in various
classrooms.

RECOMMENDATIONS: Hart County High School teachers are already implementing what Learning Forward recommends in terms of
learning communities. Specifically, “members exchange feedback about their practice with one another, visit each other's classrooms or work
settings, and share resources” (Standards for Professional Learning, 2015). I would recommend that the school continue to focus on the many
collaborative teams that are already in place. I would also look at ways to provide incentives for teachers that either open their classrooms to
peer observations or those teachers that take planning time to go watch their peers to learn a new strategy. Because this Thursday PL Calendar
is so new, its requirements need to be encouraged in celebrated to solidify its effectiveness.
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Professional Learning Standard 3: Defines expectations for implementing professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

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

EVIDENCE: The Thursday PL Calendar clearly defines the expectations for professional learning across the county. The high school
administration sends out weekly reminders to help teachers focus on what type of professional learning is taking place that week (individual,
school-based, data teams, or horizontal/vertical teams). Teachers are expected to load documentation and evidence of meeting this expectations
in their TKES platform each Thursday as well. After each professional learning session, a county evaluation form is completed and reviewed
by both school administration and the Assistant Superintendent. Instructional coaches are expected to provide follow up training and guidance
as teachers request assistance. Instructional Coaches and administration have monthly update meetings to discuss trends in instructional
strategy and technology usage.

RECOMMENDATIONS: Because so many checks and balances are in place with the current system of evaluating professional learning, I
would recommend that the protocol be implemented with fidelity for several more years to determine effectiveness. I would encourage both
administrators and coaches to provide nonjudgmental feedback as mentioned by the Learning Forward Standards. “Giving and receiving
feedback about successes and improvements require skillfulness in clear, nonjudgmental communication based on evidence, commitment to
continuous improvement and shared goals, and trusting, respectful relationships between those giving and receiving feedback” (Standards for
Learning, 2015). Finally, administration should monitor the various collaborative meetings for fidelity and use those meetings to gather
informal feedback on the effectiveness of professional learning.
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Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of the staff

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

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

EVIDENCE: Hart County High School teachers participate in various forms of professional learning throughout the course of a school year.
The Thursday PL Calendar is designed to address the larger initiatives and goals throughout the school, with the exception of the first Thursday
of the month. On that day, teachers can choose how to meet their individual TKES goal through researching, self-study, or working with an
instructional coach. Hart County’s instructional coaches work with teachers that choose coaching as a way to meet individual goals.
Specifically, the coaches have a very specific job description and follow a modified version of Jim Knight’s (2007) coaching cycle map. The
county also offers voluntary Hart Shares that teachers can attend to learn more about selected technologies. Last school year, paraprofessionals
were also offered professional learning to help them in their support roles in classrooms.

RECOMMENDATIONS: Hart County High School teachers are already experiencing a wide variety of learning methods to improve their
instructional practices. They regularly participate in many of the options listed on Learning Forward’s website. I would recommend that Hart
County High School look into ways to create an online repository of videos, knowledge-based articles, and how-to sheets to expand
professional learning by offering a self-paced, asynchronous, technology-based options. “Technology exponentially increases possibilities for
personalizing, differentiating, and deepening learning” (Standards for Learning, 2015).
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Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

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

EVIDENCE: Hart County Charter System does an outstanding job of locating and securing funding for professional learning. The Assistant
Superintendent oversees the use of many federal and state funding sources to ensure that schools have adequate funding. Trainings are typically
held at either the AgriScience Center or the Community Room, both of which are brand-new, state-of-the-art facilities that include audio
systems, projectors, and touch-screen TVs. Teachers have laptops to bring to trainings, which encourages technology usage within the training.
Teachers attending approved trainings are provided with substitute teachers or stipends if the trainings occur in the summer. Outside facilitators
are brought in on occasion, while instructional coaches and teacher leaders are used for some training sessions. The county sends a large group
of teachers, media specialists, instructional coaches, and administration to the Georgia Educational Technology conference each November in
Atlanta. The Learning Forward website notes that “investments in professional learning outside the school or workplace supplement and
advance job-embedded professional learning” (Standards for Learning, 2015). The school also sends teachers to various trainings at Pioneer
RESA and subject-specific conferences.

RECOMMENDATIONS: Hart County High School teachers have access to all resources needed for professional learning. I would
recommend that funding options continue to be found to support the substantial professional learning options available to teachers. Currently,
instructional coaches are only serving Mathematics, English/Language Arts, and Social Studies teachers. Funding needs to be secured for
Science and possibly a technology specialist that could serve the needs of teachers throughout the entire building.
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Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

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

EVIDENCE: Hart County High School provides numerous professional learning opportunities for its teachers, but the monitoring and
evaluating the impact of that professional learning is not consistent. Teachers do complete forms to evaluate the actual training, but there is not
a systematic process to see if the learning is impacting student achievement. Often it is assumed that if teachers are attending the trainings that
they are in fact implementing the learning with fidelity. The administration does complete informal walkthroughs that are not a part of the
TKES evaluation system. Also, the principal and assistant principals attend many of the collaborative meetings throughout the school. But
there is not any firm evidence to see if the trainings are translating to student achievement until standardized test scores come back in May.

RECOMMENDATIONS: Learning Forward’s website makes mention of a coherent professional learning program by saying “any single
professional learning activity is more likely to be effective in improving educator performance and student learning if it builds on earlier
professional learning and is followed up with later, more advanced work to become a part of a coherent set of opportunities for ongoing
professional learning” (Standards for Learning, 2015). The coherence is there for Hart County High School, but the evaluation system needs
work. I would recommend that a formal process be installed in January that takes an extensive look at the results of December state
standardized testing. Also, teachers could benefit from time to self-reflect and report on how they think training is benefiting students in their
classrooms.
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KSU ITEC Professional Learning Standard: Professional learning reinforces educators’ understanding and use of strategies for promoting
equity and high expectations for all students, application of research-based teaching strategies and assessment processes, and involvement of
families and other stakeholders in promoting student learning.

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident

Classroom practices (e.g.,
considering interests,
backgrounds, strengths, and
preferences to provide
meaningful, relevant lessons and
assess student progress,
differentiating instruction, and
nurturing student capacity for
self-management) of all teachers
reflect an emotionally and
physically safe environment
where respect and appreciation
for a diverse population is
evident. There are high
achievement expectations for all
students and teachers. The
principal and other leaders
provide professional learning for
teachers lacking understanding of
the impact that attitudes regarding
race, disabilities, background,
culture, high expectations, and
social class of both students and
teachers have on the teaching and
learning process.
Classroom practices of most
teachers reflect skill in
communicating high expectations
for each student and adjusting
classroom activities to meet
student needs. Respect for
students’ cultures and life
experiences is evident through the
emotionally and physically safe
learning environment where
students of diverse backgrounds
and experiences are taught the
school code of conduct (customs)
to help them be successful in the
school context.
Classroom practices of some
teachers reflect evidence of
teachers’ training in
understanding the impact that
attitudes regarding race,
disabilities, background, culture,
high expectations, and social
class of both students and
teachers have on the teaching and
learning process.
Classroom practices reflect little
or no evidence of teachers’
training in understanding the
impact that attitudes regarding
race, disabilities, background,
culture, high expectations, and
social class of both students and
teachers have on the teaching and
learning process.

EVIDENCE: All schools within the Hart County Charter System will be implementing 7 Mindsets with all students. One of the mindsets in
particular will help both teachers and students embrace people from all backgrounds. “We are connected” will help students respect diversity
Running head: CURRENT REALITY AND GSAPS 20

and see the value in everyone they come in contact with. Another mindset is called “100% Accountable” which will train staff and students to
overcome limiting beliefs that they either place on themselves or place on a group of people. These entire program should help build
cohesiveness among all stakeholders within the school. Some ninth grade students and teachers will be participating in a workshop that will
focus on overcoming mental poverty and teach students to analyze their actions before making a move (Laroche, 2017). One of the high school
instructional coaches will be participating in a four-day training that focuses on the specific learning needs of English Language Learners.
Information gained at that professional learning opportunity will be shared with others to broaden the understanding of that particular
population. Hart County High School’s special education department works tirelessly to inform all teachers of the needs that students with
disabilities may bring. Special education teachers attend dedicated trainings at Pioneer RESA, which includes topics other than academic
needs. All students at Hart County High School are given a dedicated advisor for the duration of their high school career. Another interesting
opportunity is that every student is allowed to sign up for a club or special activity that meets daily for thirty minutes. These clubs change every
six weeks so students will experience mingling with students from a wide variety of backgrounds.

RECOMMENDATIONS: Hart County still has a long way to go in truly setting high expectations for all students. Currently, there is a
piecemeal approach to teaching students and staff members how to work with and encourage various groups of students. I would recommend
implementing the 7 Mindsets training with fidelity and then evaluating its effectiveness at periodic intervals throughout the year. It might also
be beneficial to form a council comprised of students, teachers, staff members, and administrators to have open and honest dialogue about what
acceptance looks like throughout the school.