Georgia School Performance Standards

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 are
identified through a identified using limited identified using little or no
collaborative analysis process sources of data. data.
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).

EVIDENCE: The principal and the assistant principal who oversees professional development meet to identify needs based on
what they perceive as teachers’ needs. Because the theme for 2017-2018 professional development is technology, they focused on
helping teachers learn how to use the new grading system (Synergy) as well as the new laptops with Windows 10. They also
identified the teachers’ need to expand the use of eClass (the online teaching and learning platform for the county).

RECOMMENDATIONS: My first recommendation is a teacher needs assessment. My experience is that teachers are predominantly
self-taught with technology outside of eClass and Synergy. It would be helpful to ask teachers what they would like to study more
in-depth (such as Google Classroom and other Google tools as well as other available programs).

Georgia Department of Education

April 2015
 Georgia School Performance Standards
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 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: The leadership team (made up of administrators, department chairs, and the technology team) meets once a month.
Needs are identified for the school as well as for each department. One result from this collaboration is the shared planning time
for 9th grade Language Arts teacher where they are also served by an instructional coach. Teacher feedback is welcomed at any
time by all administrators. The environment at the school feels like a culture of collaboration where all teachers exchange ideas
and best practices.

RECOMMENDATIONS: More formal time to meet would benefit all teachers and administrators. For example, although certain
subject area teachers meet on a regular basis, not all teachers have this advantage. AP Biology and AP Calculus have collaborative
time. 9th Grade Physics and Engineering teachers have collaborative planning time. Other departments and subject area teachers
would benefit from this same type of shared planning time.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
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 Administrators, teacher Administrators, teacher Administrators, teacher

leaders, or both consistently leaders, or both regularly leaders, or both occasionally leaders, or both rarely, if ever,
define expectations for the define expectations for the define expectations for the define 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 professional learning for the 2017-2018 school year has focused on technology, specifically eClass and Synergy.
There are certain rules and guidelines for Synergy that must be met to be in accordance with the county. Teachers are provided
the instructions and guidelines. The county monitors teacher eClass usage and provides that feedback to the individual schools.
However, although certain teachers have been identified as needing to do more, basic guidelines have not been set.

RECOMMENDATIONS: Teachers need more specific guidelines for eClass use. Rather than being informed as to how low their use
of eClass is, it would be a better practice to establish weekly or monthly guidelines for all teachers. Then individual teachers could
decide when and how to meet those guidelines.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
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 Staff members receive single,
participate in professional engaged in professional stand-alone professional
learning, most of which is job- learning that makes use of learning events that are
embedded, which includes more than one learning design informational and mostly
multiple designs (e.g., to address their identified large-group presentation
collaborative lesson study, needs. designs.
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: Most professional development is conducted in large-group settings. Occasionally, small groups are used such as the
book study, Thanks for the Feedback. Occasionally, one-on-one instruction is offered by the LSTC.

RECOMMENDATIONS: Each department could be offered choices as to how they want to construct their professional
development. For example, the Language Arts teachers would benefit from analyzing student work such as essays in order to
streamline their writing instruction and assessment. Classroom observations are offered but are rarely used because teachers
don’t want to step away from their own instructional time. Scheduling opportunities could be offered to allow teachers time to
observe each other. Perhaps two American Literature classes could be combined for co-instruction, and the teachers could take
turns observing each other in that setting. The same types of opportunities could be offered across all departments. Teachers
could take turns observing each other and documenting their observations in order to facilitate planning and collaboration.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
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 Few, if any, resources and
substitute teachers, materials, are allocated to support and systems are provided to
handouts, tools, stipends, sustain professional learning. support and sustain
facilitators, technology) and professional learning.
systems (e.g., conducive
schedules, adequate
collaborative time, model
classrooms) are in place to
support and sustain
professional learning.

EVIDENCE: The resources are available. Teachers’ fees will be paid for AP workshops or other professional development.
Substitute teachers will be provided. When applicable, stipends will be offered. The administration wants to give teachers the
resources they need to access relevant professional learning. The main issue is getting teachers to leave their classrooms. Overall,
most teachers would rather be in the classroom and are not willing to sacrifice their instructional time.

RECOMMENDATIONS: Summer opportunities are one way to minimize missed instructional time. A list of highly reviewed,
relevant, and practical summer development opportunities should be offered. Teachers should be offered incentives to attend
professional development in the summer. Online opportunities should be offered so that teachers can complete these from home.
Funds should be offered to cover travel and lodging when highly relevant and reviewed professional learning is available.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
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 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: As described by the principal, test scores, CCRPI, and graduation rates (as shown by the 2016-2017 Accountability
Report linked here) are used to determine the impact of professional learning on staff practices and student learning. Formal and
informal observations are also used to collect evidence. County data that tracks eClass usage reflects impact as well.

RECOMMENDATIONS: Since no in-class formal assessments are used, I would design and offer a survey to students concerning
their teachers’ use of technology in the classroom. Feedback should be collected and shared with the teachers, not in a punitive
way, but as a window into the teacher’s classroom. Students are technologically savvy and have a minimum of seven teachers
throughout their day. Their feedback would be invaluable for teacher growth.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
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: GSMST is a school of rigor, but it is also a school of choice. Teachers are demanding, and the workload for students is
challenging. However, teachers are also evaluated on their ability to differentiate instruction. Teachers are encouraged to
experiment with new teaching designs such as the flipped classroom. Since GSMST is diverse, teachers must be respectful and
aware of the students’ varied cultural and life experiences. 98% of students reported feeling safe at school (2016-2017
Accountability Report).

RECOMMENDATIONS: The downside to being so diverse is the tendency to stereotype, especially with positive stereotypes. A
professional learning opportunity that addresses certain characteristics of specific cultures would be helpful, but it should include

Georgia Department of Education

April 2015
 Georgia School Performance Standards
the positive stereotypes and how those stereotypes are detrimental. More concerted efforts to address dress code, especially for
girls, needs to acknowledge cultural effect.

Georgia Department of Education

April 2015