Running head: CURRENT REALITY AND GSAPS 1

Current Reality and GSAPS

Kimberly Jones

PL and Technology Integration

Kennesaw State University

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Vision

The mission and vision of Calhoun City Schools (CCS) is to inspire all students to

become life-long learners in the pursuit of excellence while helping all students exceed state

expectations by the year 2020. CCS became a charter system in 2011 and with this status CCS

has been one step ahead in many areas including teacher evaluations, technology integration, and

consolidated funds. The school improvement plan currently focuses on three main areas:

improving literacy, improving students’ number sense and math reasoning, and obtaining PBIS

certification for positive behavior (Calhoun Elementary School Improvement Plan, 2017). As

part of the school improvement plan, there are requirements to utilize digital resources for

students with a student support team (SST) and students who speak English as a second language

(ESOL). Teachers are also encouraged to utilize technology to promote higher-level student

learning to meet these goals.

Despite the amount of available technology and the encouragement to utilize technology

for student learning, there is currently not an official professional learning plan nor is technology

directly a part of the school improvement plan. Professional learning is based on pervasive needs

as seen through data analysis, classroom observations, and evaluations. Mana Smith, assistant

principal of Calhoun Elementary School (CES), stated that there is a goal for CES to become

one-to-one with Chromebooks and for technology to be used as a new way for students to learn

and gather information rather than simply being a digital replacement for skills worksheets. With

the hiring of an instructional technology coordinator for CCS, as well as naming technology lead

teachers for every two grade levels, technology integration is becoming more of a focus for the

2017-2018 school year despite not having an official plan. Smith and the other members of the

administrative team recognize the need to train teachers for successful technology integration.
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The purpose of the instructional technology coordinator is to provide training based on surveys

and feedback in order to help teachers become more confident with the available technology.

The technology lead teachers serve as a resource for teachers by trying out new technology in

their classrooms as well as attending trainings and redelivering what they learned.

All teachers at CES currently use technology to varying degrees. Technology is used by

all teachers for communication with other teachers and parents; creating, sharing, and printing

documents; record-keeping for attendance and grades; and showing videos or flipcharts to

support their lessons. Several teachers utilize Google Classroom or the Canvas learning

management system, and many teachers use programs such as IXL, Xtramath, and Lexia (for

SST and ESOL students). All teachers have had training on Google tools and Microsoft Office,

but most teachers are unsure or uncomfortable about integration of these tools to support student

learning.

Needs Assessment

Professional learning needs are identified through many factors. Standardized testing data

is one of the primary ways to determine needs. During the summer leadership retreat, members

of the leadership team analyze student achievement data on the Georgia Milestones assessment

as well as local assessments (previously STAR reading and math, currently Map assessment

system) system wide. This data then drives the school improvement plan, which ultimately

determines the professional learning that is provided. For example, math scores at CES were low

last year, so increasing number sense and math reasoning became a school improvement goal.

This goal is being achieved by hiring a math consultant to work with all teachers Kindergarten

through 5th grade.

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Each spring, Central Office sends out a needs-based assessment for all teachers to

determine how teachers feel about the current services offered as well as to get feedback on what

teachers feel like they need in order to be most effective. A few of the areas addressed on the

survey are student subgroups who are not performing to expectations, academic content

enhancement, which areas are most important to each teacher for student achievement, and

which resources are most important to retain highly qualified, effective teachers. This data is

then analyzed for trends to determine which needs are most important to teachers and how to

possibly allocate funds to meet these needs. Administrators also look at individual teacher goals

on the Teacher Keys Effectiveness System (TKES) platform to determine pervasive needs from

the teachers’ perspectives. For example, if they see that several teachers have identified a goal of

using technology for differentiation, they would target professional learning opportunities to this

area.

Professional Learning

Professional learning takes place in many forms at CES. All new teachers are assigned a

mentor for their first three years at CES; this program includes observations, specific trainings

(e.g., classroom management), and required collaboration between the mentor and mentee.

Teachers who teach the same subject and grade level have weekly collaborative planning (BUZZ

time) as well as monthly half-day extended planning to develop lesson plans and assessments as

well as analyze student data. One day each week is dedicated for STING time which is for

professional development. During the 2017-2018 school year, STING meetings will be mostly

professional learning communities dedicated to helping teachers with needs as determined

through evaluations as well as teacher-identified learning goals. In the past, CES has had book

studies on topics such as formative assessment, teaching students in poverty, as well as strategies
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for ESOL students. This year, each grade level has a math lead teacher and a language arts lead

teacher to guide planning, collaboration, and professional learning.

The new CCS technology team is utilizing data from a LoTi survey given last spring in

order to provide targeted professional development in areas of identified needs. According to

Melanie Harwell, instructional technology coordinator, the LoTi survey results showed that

almost half of all CCS teachers (46.1%) fall below a level 3 on the LoTi scale. The goal is for all

teachers to be at a level 4 or higher, but the reality is that only 37.4% of staff is using technology

at this level of integration. The technology department is offering optional trainings beginning at

the lower LoTi levels to help teachers who are less comfortable using technology in the

classroom. In the past, technology-related professional development has been one-size-fits-all.

For example, in a training session on Google tools, there are teachers who have never heard of

Google tools as well as teachers who are incorporating Google tools into Canvas. This year,

trainings are differentiated by level of understanding and current integration. So far, training has

been offered on Google extensions and Google Drive, and upcoming trainings are being offered

for the basics of Google Docs, Canvas, and Google Classroom. The technology department also

sends out a weekly newsletter highlighting a new Web 2.0 tool as well as classrooms in which

students are using technology. These classroom highlights are beneficial for teachers who like to

see technology in action before they try it.

In the past, follow-up has been lacking after professional learning according to Smith.

CES is a large school and there are always many new strategies and programs taking place at one

time. Smith stated that, due to limited administrative staff and their many demands in such a

large school, administrators have not dedicated sufficient time for follow-up to ensure teachers

feel adequately prepared to implement new strategies and programs in order to use them
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effectively and with fidelity. They realize, however, that follow-up is key to ensure teachers feel

comfortable and willing to implement what they learn during professional learning. CCS does

not have instructional coaches, so there is really no one dedicated to following up and providing

additional assistance.

Alignment to School Improvement Goals

Each summer the leadership team comes together to analyze data to determine the school

improvement goals for the year. As stated previously, this year’s school improvement goals are

improving literacy through vocabulary and background knowledge, improving number sense and

math reasoning, and refining the school-wide positive behavior intervention system. All

professional development is tied back to these school improvement goals in order to utilize

available funds. Selected teachers are sent to trainings for the reading and writing programs

(Lucy Calkins and Open Court Phonics) which support the literacy goal. A math consultant has

been hired to help all math teachers gain a better understanding of math workshop to help

students become more proficient in mathematical reasoning. Teachers also have 45-90 minutes

of collaborative planning each week with administrative support as needed to progress toward

meeting these goals. Technology is not directly included in the school improvement goals, but

there are a few online programs being utilized to help subgroups meet these goals including

Lexia for students with a Student Support Team and English Language Learners. Teachers who

are working with these students have been trained on the programs through professional learning

opportunities.

Funding and Incentives

Calhoun City Schools is piloting consolidation of local, state, and federal funding. With

this consolidation, there is a certain amount of funding allocated to professional development for
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the school system (Calhoun Primary, Calhoun Elementary, Calhoun Middle, and Calhoun High

Schools). CES receives Title I funds based on the number of students receiving free and reduced

lunch. Professional development money also comes from Title II funds. Depending on identified

needs and school improvement goals, one school may get more of the professional development

money than the other schools. Because Calhoun City Schools is a charter system, there is some

flexibility with how money is spent. However, before any of the money is spent, there has to be

documentation of how the professional development ties back to the School Improvement Plan.

This year, money has been spent on programs including Lexia and the Map assessment system as

well as training for teachers on these programs.

Most professional development offered during the school day is mandatory, so there

really are not any incentives for participation. There are additional professional development

opportunities that teachers may choose to attend. The incentives for these opportunities are

teacher choice and seeing changes in their classrooms. The incentives at the school and district

level come from data analysis from our own school’s achievement as well as comparison to

neighboring districts. When administrators see data that shows CES performing lower than the

state average or lower than neighboring and comparable schools, their incentive is to find out

what is causing the differences and work to correct it, thus improving scores and teacher

effectiveness. CCS is known for expectations of excellence in all areas, so teachers and

administrators are always motivated to help students and teachers meet standards of excellence.

Diversity

Prior to the 2017-2018 school year, there was little variation in professional development

offered to teachers; it was usually one-size-fits-all, sit-and-get professional development. During

this school year, more focus is on professional learning communities and individualized
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assistance for teachers. In regards to professional learning for teachers who work with diverse

learners, there are trainings dedicated to teachers who teach special education students and

English language learners. Special education teachers have power hour trainings once a month

with the special education director. Co-teach trainings are also provided for all homeroom and

special education teaching partners. ESOL teachers attend a yearly ESOL conference and

redeliver to teachers of English Language Learners. Last year, ESOL teachers also completed a

book study and redelivered the information to all teachers since most classes have English

Language Learners.

The new format from the state requires much more detail in School Improvement Plans.

Each goal must include specific examples of what is being done for students with disabilities,

English Language Learners, and economically disadvantaged students. To address economically

disadvantaged students, for example, a portion of each faculty meeting is spent redelivering

information from the Ruby Payne poverty training book study that was completed several years

ago.

Collaboration

Most of the professional development at CES is collaborative. Teachers who teach the

same grade level and subject meet weekly for STING meetings which vary in content from

progress monitoring, content-specific training, data analysis, and other topics; these teachers also

meet weekly for BUZZ meetings in which they review lessons taught and upcoming lessons as

well as compare student performance on assessments. Teachers collaborate in monthly extended

planning meetings to develop lesson plans and assessments. A math consultant has been hired as

part of the school improvement plan to help all math teachers, kindergarten through 5th grade,

implement the workshop model and teach math conceptually; the goal is for more cohesive math
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expectations throughout the primary and elementary grades. There have been vertical alignment

teams in the past, but they have not been successful because of lack of involvement from

administrators, according to Smith. By making the math training a priority, administrators are

hopeful that vertical streamlining will be evident in upcoming years.

Evaluation

According to Smith, determining the effect of professional development on teacher

practice has been an area of weakness for administrators at CES. Most of the evaluation of

effectiveness was done through teacher evaluations without specific focus on the content of the

professional development. This year, administrators are conducting grade level blitz observations

in which they go into all classrooms within the same time frame then come together for a

consensus. This allows the administrators to determine how well school initiatives (e.g., Number

Talks, Lucy Calkins Reading and Writing, and Open Court Phonics) are being implemented. A

follow-up email is sent out to all teachers involved in the observation as a summary of what was

seen. This information is then used to determine which teachers or grade levels may need

continued professional learning. Teachers also receive either two or six walkthroughs and formal

observations through the TKES evaluation process. These evaluations as well as mid-year and

summative conferences allow administrators to monitor the progress of individual teachers

toward meeting their goals.

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GSAPS Review

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: In the space below, provide detailed evidence supporting your rating above – Professional learning needs are
identified using a variety of data sources including student achievement data (e.g., Georgia Milestones assessment and Map
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assessment data), observation data, teacher needs surveys, parent/stakeholder surveys). School improvement goals are targeted
mostly to student achievement data, but teacher input on surveys is also incorporated. System level administrators conduct fireside
chats at each school to identify pervasive needs. This information is them passed to administrators. Administrators use the data to
provide training from teacher leaders or outside consultants as necessary.

RECOMMENDATIONS: Recommendations include utilizing model classrooms and teacher leaders to allow teachers to see the
practices in action; this includes peer observations based on areas identified in goals.
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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 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: In the space below, provide detailed evidence supporting your rating above – Teachers have participated in
collaborative planning for several years; however, administrative participation and follow-up has only become a focus in the current
school year. In the past, administrators have based professional learning mostly on school improvement goals and less on teacher
input. Incorporating teacher-identified learning goals and professional learning communities in which administrators take part is a
relatively new practice this year. Prior to this year, these have been attempted but have not remained a priority.

RECOMMENDATIONS: It is recommended that a member of the administrative team be present at all collaborative planning
sessions. It is also recommended that teachers document all actions taken toward meeting their personal professional learning goals.
Administrators should help teachers identify model classrooms for peer observations of their identified goals.
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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 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: In the space below, provide detailed evidence supporting your rating above – Administrators meet with ELA and
math lead teachers at least one per month but expectations of their roles are not always clearly defined. Administrators do not
consistently attend collaborative meetings to ensure expectations are being met. Regarding technology implementation, Smith stated
that the members of the administrative team are not familiar and are uncomfortable using much of the available technology, so they
do not have clear expectations for implementation.

RECOMMENDATIONS: It is recommended that administrators be trained, at least on a basic level, on the technology teachers are
using or have available to provide better support to teachers. It is also recommended that a written plan for implementation
expectations be developed by collaboration of administrators and teachers to ensure expectations are met.
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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 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: In the space below, provide detailed evidence supporting your rating above – More professional learning
opportunities are being provided this year to support various needs including professional learning communities and optional
differentiated technology trainings. There are no coaches at Calhoun Elementary School and several ELA and Math lead teachers
are in new grade levels and may not be familiar enough with the content to provide adequate coaching.

RECOMMENDATIONS: It is recommended that multiple professional learning models be implemented to meet teachers’ varying
needs (e.g., peer observations, online learning forums). Recommendations also include hiring instructional coaches to provide
follow-up and individual coaching as needed. Model classrooms should also be utilized to see the topics of professional learning in
action.
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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 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: In the space below, provide detailed evidence supporting your rating above – Grade level schedules at CES are
planned so that teachers who teach the same subject and grade level have common planning time allowing for collaborative
planning. Monthly extended planning is made possible by paraprofessional coverage of one grade level at a time to allow for longer,
more in-depth planning. The instructional coordinator communicates with grade level teachers to determine needs for instructional
materials.

RECOMMENDATIONS: Recommendations include model classrooms as well as more targeted observations by administrators
(e.g., focused on observing questioning techniques or teacher talk time versus student talk time). The hiring of instructional coaches
is also recommended to allow for more feedback and follow-up as well as individualized support as needed.
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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 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: In the space below, provide detailed evidence supporting your rating above – This is the first year follow-up has been a
priority, so it is yet to be seen how often monitoring and evaluation will occur. Teachers discuss student learning during collaborative
planning, but this information is not always used to revise grade level plans and expectations. There is little to no follow-up with
technology implementation. Many teachers attend trainings and conferences throughout the year for various professional learning
opportunities. Rarely are these teachers given the opportunity to redeliver the content to the masses.

RECOMMENDATIONS: Recommendations include looking at how the instructional schedule can be utilized to provide appropriate
extension activities for high level learners as well as remediation for lower level learners. It is also recommended to have at least one
teacher share how they have used technology each week, with the expectation that all teachers will share at some point during the year.
There should be procedures and policies in place for expectations of determining the impact of professional learning on student learning,
and this should be documented. Vertical alignment teams should also be developed for both English Language Arts and math; these teams
should meet at least monthly to monitor alignment between grade levels. This monitoring would also help drive the professional learning
provided in these areas. When teachers attend trainings or conferences, it should be expected that they will redeliver the content to the
appropriate audience (e.g., grade level, subject level, or entire school).
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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: In the space below, provide detailed evidence supporting your rating above – Teachers at CES have high expectations
for all students. Differentiation is required to be documented in all lesson plans and must be supported by student data. Real-world
examples are incorporated as much as possible, and teachers consider students’ background knowledge and experiences and
scaffold appropriately for the most part. Routines and procedures are established school-wide through the behavior program so
expectations are similar throughout the school.
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RECOMMENDATIONS: It is recommended that teachers help students become better able to self-monitor their progress through
portfolios in which students choose work samples to show their level of understanding. It is also recommended that training should
be offered to help teachers utilize technology as a tool for students to learn and develop understanding of grade level content. Team
building and communication activities should also be incorporated for both students and teachers to support emotional and social
expectations.
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References

Calhoun Primary/Elementary School Improvement Plan, 2017

M. Harwell (personal communication, September 23, 2017)

M. Smith (personal communication, September 1, 2017)