Академический Документы
Профессиональный Документы
Культура Документы
PART B. GSAPS REVIEW (Template)- Complete the Professional Learning Georgia School
Assessment of Performance Standards (GAPSS) rubric provided by your professor (and
attached to the end of this document). Based on your discussions with your principal and
the answers to the questions above, evaluate your schools performance related to
professional learning using the rubric. Provide a brief explanation of the evidence to
support your rating (one piece of data will suffice). Provide a brief explanation of your
recommendation(s) for each standard. (PSC 5.3/ISTE 4c)
Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data
Professional learning needs are Professional learning needs are Professional learning needs are Professional learning needs are
identified and differentiated identified through a identified using limited identified using little or no
through a collaborative collaborative analysis process sources of data. data.
analysis process using a using a variety of data (e.g.,
variety of data (e.g., student student achievement data,
achievement data, examination examination of student work,
of student work, process data, process data, teacher and
teacher and leader leader effectiveness data,
effectiveness data, action action research data,
research data, perception data perception data from students,
from students, staff, and staff, and families).
families). Ongoing support is
provided through
differentiated professional
learning.
EVIDENCE: Holcomb Bridge Middle School creates professional learning opportunities and meets specific identified needs based
from academic progress data (S.T.A.R. testing, Milestones), teacher surveys created and implemented from the Personalized
Learning Coach, informal and formal classroom observations, from the Principals Student Advisory Council made (includes 4
students from 6th, 7th, and the 8th grades), and the School Governance Councils recommendations.
Opportunities for professional learning are offered through several differentiated pathways. These include e-learning
opportunities in which specific trainings may be offered in the format of a Nearpod or Webinar. Teachers are asked to complete
these professional learning options at their convenience. Other PL opportunities are presented as Choose 2/4, Teacher Voice and
Choice Personalized Learning. During this workshop type model, teachers will choose any 2 of the 4 options that apply most to
them or their interests. Typically these workshop options are led by fellow colleagues. There are also one-on-one coaching
RECOMMENDATIONS: Professional Learning opportunities at Holcomb Bridge Middle School are fluid and functioning. They
include differentiated opportunities to meet the needs of all the teachers. A suggestion may be for the Path and Pace Professional
Learning Team to be given more time to work one-on-one with individual teachers. The Professional Learning Coach has a mixed
bag of responsibilities, by allowing this team to assist in some of her roles, this may help reach more teachers as the new iTunes U
platform is rolled out and expectations for using this to support personalized learning and voice and choice opportunities are
expected.
Administrators and staff, as a Administrators and staff Administrators and staff Administrators and staff
foundational practice, routinely collaborate to routinely collaborate to routinely collaborate to
consistently collaborate to improve individual and improve individual and improve individual and
support leadership and collective performance (e.g., collective performance (e.g., collective performance (e.g.,
personal accountability and to construct knowledge, acquire construct knowledge, acquire construct knowledge, acquire
enhance individual and skills, refine practice, provide skills, refine practice, provide skills, refine practice, provide
collective performance (e.g., feedback). feedback). feedback).
construct knowledge, acquire
skills, refine practice, provide
feedback).
Teachers conduct action
research and assume
ownership of professional
learning processes.
EVIDENCE: Teachers and administration routinely collaborate during grade level and content meetings. When administrators
attend and participate in weekly content meetings, they are modeling the collaboration aspect of professional learning.
Administration gives feedback based on these observations and walk-throughs and asks teachers to reflect on specific questions
after the walk-through. Teachers have the opportunity to discuss with administration their reflections immediately after a walk-
through, or may wait until their bi-yearly conference time.
Teacher Keys Effectiveness System (TKES) and reflection addition from the principal or administrator conducting the
observation
RECOMMENDATIONS: The collaboration between co-teachers is still a struggle to master at Holcomb Bridge Middle School.
Planning time is not specifically designed well to allocate time set aside for co-teachers teamed together to meet. Therefore, it is
suggested that instead of using a full period for grade level each week, every other week could be allocated for at least half session
slots to allow co-teaching collaboration time and to create strategies for meeting the needs of their individual students. Co-
teachers should not have to attend additional meetings, by creating specific time from an already mandated meeting time, you are
respecting not only the time of the co-teachers but giving them the opportunity to collaborate as they have not had before.
EVIDENCE: Guidelines and expectations for the implementation of professional learning are defined through weekly
administrative meetings and through one-on-one meeting time between the principal and the professional learning coach. The
Holcomb Bridge Roadmap for Making it Personal was created by the Path and Pace Personalized Learning Team as a guideline to
drive personalized learning opportunities and based on where real need may be. Grade level meetings are opportunities for
administration and the personalized learning coach to come and share ideas, get feedback on what may or may not be working,
and to propose future plans for needed additional professional learning opportunities.
Development of a Personalized Learning Action Plan by the Path and Pace Committee (May, 2017)
RECOMMENDATIONS: The personalized learning coach could create a follow-up survey to a training for staff. This should be sent
out after an appropriate amount of time has passed and teachers may have had the opportunity to either try this new strategy,
decide it was not what they are looking for, or to find out if there was additional help they still needed in order to make this work
in their own classrooms.
Staff members actively Staff members actively Some staff members are Staff members receive single,
participate in job-embedded participate in professional engaged in professional stand-alone professional
professional learning that learning, most of which is job- learning that makes use of learning events that are
engages collaborative teams in embedded, which includes more than one learning design informational and mostly
a variety of appropriate multiple designs (e.g., to address their identified large-group presentation
learning designs (e.g., collaborative lesson study, needs. designs.
collaborative lesson study, analysis of student work,
analysis of student work, problem-solving sessions,
problem solving sessions, curriculum development,
curriculum development, coursework, action research,
coursework, action research, classroom observations, online
classroom observations, online networks) to support their
networks). Professional various learning needs.
learning includes extensive Professional learning includes
follow-up with descriptive follow-up with feedback and
feedback and coaching. coaching.
EVIDENCE: Administration is assigned to specific contents. They attend the vertical team content meetings once a month as well
as the weekly content meetings by grade level. There is a personalized learning coach that organizes and creates learning
opportunities for staff based on need, from mandated guidelines set by organizations that help to fund the school, and informal
and formal classroom observations. Much of the staff development is geared toward small group experiences during planning or
offered during school and with a substitute to cover the class of the teacher. When whole group personalized learning
opportunities are being offered, they are typically during teacher workdays. Although most of this strand would definitely qualify
as a 4, it is the extensive follow-up with descriptive feedback and coaching that is still lacking.
Amy Dean Professional Learning, August 22-24, 2017 (1/2 day training for all staff during regular school day, broken
down in groups of 12 teachers and over 3 days, substitute provided for teachers to attend)
Digital Promise Teacher Professional Learning (needed to be completed, on-line, by September 9, 2017)
Extensive resources (e.g., Adequate resources (e.g., Some resources and systems Few, if any, resources and
substitute teachers, materials, substitute teachers, materials, are allocated to support and systems are provided to
handouts, tools, stipends, handouts, tools, stipends, sustain professional learning. support and sustain
facilitators, technology) and facilitators, technology) and professional learning.
systems (e.g., conducive systems (e.g., conducive
schedules, adequate schedules, adequate
collaborative time, model collaborative time, model
classrooms) are allocated to classrooms) are in place to
support and sustain effective support and sustain
professional learning. professional learning.
Opportunities to practice
skills, receive follow-up,
feedback, and coaching are
provided to support the
effectiveness of professional
learning.
EVIDENCE: Holcomb Bridge administration values and respects the limited time teachers have. Therefore, the types of
professional learning opportunities are varied as well as the times in which they are offered. Vertical team meetings, for example,
often include teachers from the meeting sharing specific strategies they have employed and found successful with their own
students. The teachers model the strategy and there is time given for feedback and reflection.
Vertical Team Humanities Meeting, August 16, 2017 (website supporting new Social Studies curriculum shared and ideas discussed )
GaETC Convention, November 2-4, 2016. Staff presented and some attended to gain new ideas.
AVID Summer Session for Teachers (Tampa, Florida), June 18-21, 2017, 12 teachers attended to learn and advance in AVID strategies
RECOMMENDATIONS: Teachers need to be given time to play with new tech tools they are given, as well as any specific
strategies they hope to implement. It is recommended that additional Meeting Free Weeks be utilized, and at least once per
quarter. The purpose of these weeks is for teachers to have a specific time set aside and the opportunity to explore professional
Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the
impact of professional learning impact of professional learning impact of professional learning impact of professional learning
on staff practices and increases on staff practices and student on staff practices occurs on staff practices occurs rarely,
in student learning occurs learning occurs routinely. sporadically. if ever.
extensively. Evaluation results
are used to identify and
implement processes to extend
student learning.
EVIDENCE: Monitoring and evaluating the impact of professional learning on staff practice and increase in student learning
occurs on a continual basis at Holcomb Bridge Middle School. Teachers are given feedback from the literacy and math coaches
based on data retrieved through S.T.A.R., ITBS, and Milestones testing. Furthermore, they also give feedback based on informal
classroom observations, student feedback, and through T.K.E.S. reviews.
September 26-27 S.T.A.R. Testing
September 19-22 ITBS Testing window
Student Growth Models taken from T.K.E.S.
Informal and formal observations by administration and literacy, math, and personalization coaches.
RECOMMENDATIONS: Once per semester, teachers could meet with the data clerk to discuss and disseminate data scores that
directly relate to them. Questions relating to how best read these scores, certain red flags that may pop up from the data, and
possible strategies could be addressed during that designated time. However, the educator must feel comfortable with the person
they are meeting with. Therefore, informal discussions will need to be fostered and a relationship of trust needs to happen in
order for this partnership to occur. (Knight, 2007)
Classroom practices (e.g., Classroom practices of most Classroom practices of some Classroom practices reflect
considering interests, teachers reflect skill in teachers reflect evidence of little or no evidence of
backgrounds, strengths, and
communicating high teachers training in teachers training in
preferences to provide meaningful,
relevant lessons and assess
expectations for each student understanding the impact that understanding the impact that
student progress, differentiating and adjusting classroom attitudes regarding race, attitudes regarding race,
instruction, and nurturing student activities to meet student disabilities, background, disabilities, background,
capacity for self-management) of needs. Respect for students culture, high expectations, and culture, high expectations, and
all teachers reflect an emotionally cultures and life experiences social class of both students social class of both students
and physically safe environment is evident through the and teachers have on the
where respect and appreciation for
and teachers have on the
emotionally and physically teaching and learning process. teaching and learning process.
a diverse population is evident.
There are high achievement safe learning environment
expectations for all students and where students of diverse
teachers. The principal and other backgrounds and experiences
leaders provide professional are taught the school code of
learning for teachers lacking conduct (customs) to help
understanding of the impact that them be successful in the
attitudes regarding race,
disabilities, background, culture,
school context.
high expectations, and social class
of both students and teachers have
on the teaching and learning
process.
EVIDENCE: Holcomb Bridge Middle School is a very culturally and socio-economically diverse school. Students come from almost
40 different schools. Therefore, teachers use strategies to show respect for and acceptance of the different students in our school.
The PBIS program is one that was implemented as a school-wide strategy. A specific team of school personnel were trained on
this and then conducted trainings for the rest of the school. PBIS is a multi-tiered approach for social, emotional, and
behavioral support of all students, include underrepresented groups, within the school (PBIS, 2017). Furthermore, Holcomb
Bridge Middle School is also an AVID Program School.
$42, 000 grant from the Fulton Education Foundation to support W.I.C.O.R. strategies.
References:
Olofsson, A. D., & Lindberg, J. O. (2010). Online Learning Communities and Teacher Professional Development : Methods for
Improved Education Delivery. Hershey, PA: IGI Global.
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (2017).
Positive Behavioral Interventions & Supports [Website]. Retrieved from www.pbis.org