GAPSS Review Template

An editable Microsoft Word Version of this template is available in the Resources and in Module Six.
PROFESSIONAL LEARNING - Professional learning is the means by which teachers, administrators and other
school and system employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and support
high levels of learning for all students.
Professional Learning Standard 1: The context of professional learning--the who, when, why and
wherecontributes to the development and quality of learning communities, ensuring that they are
functioning, leadership is skillful and focused on continuous improvement, and resources have been
allocated to support adult learning and collaboration.
P !.! earning Teams
Not Addressed "mergent #perational x $ully #perational
Teachers do not participate in
learning teams or meet regularly to
plan for instruction.
Some teachers in some rade
levels or sub!ect areas meet to
plan for instruction" but meetins
do not occur reularl# and the
wor$ is not alined with school
improvement oals.
Most teachers meet reularl# in
learnin teams to plan for
instruction %e.." develop lesson
plans" examine student wor$"
monitor student proress&. This
collaborative wor$ would be
enhanced b# clear alinment of
roup expectations with the
school improvement oals.
All teachers participate in learnin
teams throuhout the #ear and meet
reularl# to plan for instruction
%e.." develop lesson plans" examine
student wor$" monitor student
proress&. The collaborative wor$ is
alined with the school
improvement oals.
'V()'*+', There is a very strong emphasis on Professional Learning Communities at Dowell Elementary school. Grade level teams meet weekly
to plan, discuss threats facing students, monitor student progress, discuss strategies, implementation, assessments, and concerns the staff are
facing. They work together to share information, working as a cohesive collective. Planning sessions are directed primarily towards day to day
classroom implementation strategies however, ultimately, teachers are always cognoscente of the !chool "mprovement Plan #!"P$ and are
directing student learning towards this goal.
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P !.% earning &ommunity
Not Addressed "mergent

( #perational $ully #perational
There is little or no evidence that the
principal, administrative team or
related human resources #e.g.,
leadership team, coaches, central
office$ supports or reinforces the
creation and maintenance of a
learning community.
There is some evidence that the
principal" administrative team"
or related human resources %e.."
leadership team" coaches"
central office& support or
reinforce the creation and
maintenance of a learnin
communit#" but additional
support in this area is needed.
Althouh administrators have
created structures for meetins
to occur" the# have failed to
provide teachers with
professional development
related to the collaboration
process.
The principal" administrative
team" and other human resources
periodicall# support the creation
and maintenance of an effective
learnin communit# to support
teacher and student learnin. (n
$e# aspects of the school" these
individuals wor$ collaborativel#
to reinforce collaborative forms
of professional development and
learnin for staff members.
Althouh this process is
operational" it would improve if
reater emphasis were iven to
monitorin its impact on school
improvement oals and student
achievement.
The principal" administrative team
and other human resources
consistentl# support the creation and
maintenance of an effective learnin
communit# to support teacher and
student learnin. These individuals
wor$ collaborativel# to reinforce
teachers- s$illful collaboration %e.."
facilitation s$ills" conflict resolution"
and roup decision.ma$in&. The#
also help to create structures to
support colleial learnin and
implement incentive s#stems to
ensure collaborative wor$. The#
monitor the impact of these
collaborative processes on school
improvement oals and on student
learnin" and participate with other
individuals and roups in the
operations of the learnin
communit#.
'V()'*+', Dowell Elementary !chool places significant leadership emphasis on fostering a collegial type Professional Learning Community.
Presently there is a full time academic coach and two half time coaches on site to assist with activities that support staff development. These academic
learning professionals, along with administration, coordinate professional development efforts for the staff. The efforts focus on the taking into
account the students) weaknesses and learning needs upon review of data points from testing and assessments. These results are transferred into the
teachers) professional learning, and they are encouraged to develop skills in the areas that have *een identified as a challenge student learning. The
weekly grade level team meetings also serve as a colla*orative way to help staff mem*ers share information a*out instruction, assessment, curriculum,
and pedagogy.
R'+/MM'*)AT(/*S, There doesn-t seem to be a wa# for the teachers to monitor how the information the# are sharin is trul# ma$in a difference in
student learnin" or if the# are usin best practices in their teachin. Possibl# havin a wa# to share this information virtuall# miht be helpful to the staff.
0loin on 'dmodo" within the school communit# reardin unresolved concerns or issues at each rade level could be beneficial to administration and
other teachers about helpful wa#s to solve problems and efficientl# share information.
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P !.' (nstructional eadership )evelopment and *ervice
Not Addressed
,
"mergent #perational $ully #perational
There are few if any opportunities
for teachers to participate in
instructional leadership
development e,periences, serve
in instructional leadership roles,
or participate in supporting
school- *ased professional
learning.
There are opportunities for
teachers to participate in
preparin for and servin in
instructional leadership roles
and contributin to the school.
based professional learnin
plans. 1owever" the
opportunities are limited to a
small number of teachers.
There are man# opportunities
for teachers to serve in
instructional leadership roles
and develop as instructional
leaders. The# are hihl#
enaed in plannin"
supportin" and communicatin
professional learnin in the
school. This would be
enhanced if there were more
opportunities for instructional
leadership roles amon various
personnel.
A variet# of teachers ta$e advantae
of opportunities to participate in
instructional leadership
development experiences and serve
in instructional leadership roles
%e.." instructional coach" mentor"
facilitator&. The# plan" advocate
for support of" and articulate the
benefits and intended results of
professional learnin.
'V()'*+',
T here has *een a real change in the academic culture with the present administration which has fostered student achievement and supportive
colla*oration among the teachers in the school environment. .owever, the school has had to overcome the vestiges of the former administration
which didn)t encourage teamwork and colla*oration among staff. / significant portion of the schools) efforts for continuous improvement seem to
center on the activities within the Professional Learning Communities, weekly meetings, and a few other community meetings in the *uilding. The
academic coaches have planned and implemented training sessions focusing on 0ath and Language /rts in keeping with the !"P. The Academic
+oachin Team continue to implement data teams that monitor proress of students at each rade level" $e# teams have been instituted" rade level
teams are now in place and team leadership is encouraed in each area. These rade level leaders meet collaborativel#" and report findins of their teams
with other rade level leaders.
R'+/MM'*)AT(/*S, Veteran teachers should be iven opportunities to model instruction for novice teachers. More 2senior- members of a rade
level team should be responsible to mentor newcomers to the school or rade level.
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P !.+ *chool &ulture for Team earning and &ontinuous (mprovement
Not Addressed "mergent
,
#perational $ully #perational
There is little or no evidence of
the principal and other leaders
esta*lishing ongoing team
learning
with clearly articulated
e,pectations for professional
learning.
There is some evidence the
principal and other leaders
support a culture involvin
onoin team learnin and
continuous improvement.
1owever" there is not a clearl#
articulated plan for professional
learnin for teachers and
administrators.
There is eneral evidence the
principal and other leaders
support a culture involvin
onoin learnin and
continuous improvement
throuh a plan for professional
learnin for teachers and
administrators. The professional
learnin would be enhanced b#
includin a variet# of
desins %e.." lesson stud#"
peer observations" modelin"
instructional coachin"
collaborative teacher meetins"
etc.& constitutin hih.3ualit#
professional learnin
experiences.
The principal and other leaders
support a school culture that
reflects onoin team learnin and
continuous improvement. The
principal and other leaders plan for
hih.3ualit# professional learnin"
articulate intended results of
school.based professional learnin"
and participate in professional
learnin to become more effective
instructional leaders.
'V()'*+', "t is evident the academic culture fosters student achievement and supportive colla*oration among the teachers in the school
environment. / significant portion of the schools) efforts for continuous improvement center on the activities within the Professional Learning
Communities, weekly meetings, data teams, and training initiatives organi2ed *y the /cademic Coaches which focused on Language /rts and
0ath as well as and a few other community meetings in the *uilding. The /cademic Coaches identify individual and team needs for resources
and training in the areas of math and writing, through deeper analysis of grade level data and completion of a professional needs assessment.
R'+/MM'*)AT(/*S, Grade level teams share data on student performance. Little opportunity is given for sharing lesson plans or model
lessons for other mem*ers of the team. Possi*ly this could *e a learning opportunity for other mem*ers of the team.
Page 3 of &'
P !., -ob-"mbedded earning and &ollaboration
Not Addressed "mergent
,
#perational $ully #perational
Teachers spend little or no time
during the work-week learning
and colla*orating with colleagues
to
improve their use of
curriculum, assessment,
instruction, and
technology.
Some teachers spend a small
amount of time durin the
wor$.wee$ collaboratin with
colleaues. 1owever" this time is
often focused on non.curricular
topics and t#picall# occurs after
school.
Most teachers spend time
durin a wor$da# each wee$
collaboratin with colleaues
about curriculum" assessment"
instruction and technolo# use
in the classroom. This
professional learnin would be
enhanced b# allocatin more
time each wee$ for !ob.
embedded learnin %e.." lesson
stud#" peer.observations"
modelin" instructional
coachin" teacher meetins&.
Teachers spend a sinificant part of
their wor$.wee$ in !ob.embedded
learnin and collaboration with
colleaues addressin curriculum"
assessment" instruction" and
technolo#. The# receive sufficient
support resources %e.." materials"
time" trainin& and assist with
securin additional resources
necessar# %e.." fundin" time"
technolo#& to sustain their
learnin. %*S)+ Standards
recommend that formal and
informal !ob.embedded learnin
ta$e place durin at least 456 of
educators- professional time. Such
time can be devoted to lesson stud#"
peer observations and coachin"
modelin" conferencin" teacher
meetins" mentorin.&
'V()'*+', !taff uses full day sessions, super specials, and 4o* em*edded learning as times to work colla*oratively to develop common
understanding of standards, assessments and instruction. 5hen grade level teams meet they often incorporate an a**reviated meeting into a
professional learning opportunity they focus on colla*orative assessments, developing timelines for instruction, and assuring all aspects of
standards are met.
R'+/MM'*)AT(/*S, "t could *e *eneficial for grade level teams to have peer o*servations of each other class rooms. Peer o*servations could
*e significant learning tool for teachers to o*serve peer professionals taking the items from the classroom that seem to hold potential to the
o*serving teacher . .aving a veteran teacher mentor a novice teacher mentor can *e a helpful tool in a 4o* em*edded learning environment.
Page %6 of &'
P !.. /esources *upport -ob-"mbedded Professional earning
Not Addressed "mergent
,
#perational $ully #perational
7esources are not allocated for 4o*-
em*edded professional learning
that is aligned with high-priority
school
improvement goals. Little if any
professional development is
devoted
to helping teachers use
technology
to enhance student
learning.
Some resources are allocated for
professional learnin. 1owever"
much of the professional
learnin is conducted primaril#
after school and is not alined
with the hih.priorit# school
improvement oals. There is
limited professional
development devoted to helpin
teachers use technolo# to
enhance student learnin.
Most resources for professional
learnin are allocated for the
identified hih.priorit# school
improvement oals. 1owever"
providin more !ob.embedded
learnin opportunities and
professional development
would enhance teachers- use of
technolo# to support student
learnin. (n other cases" these
forms of professional
development need to be more
onoin and sustained to ensure
actual classroom
implementation of trainin
strateies and processes.
Resources are allocated to support
!ob.embedded professional learnin
that is alined with hih.priorit#
school improvement oals and
technolo# supportin student
learnin. There is sustained
commitment to ensurin that these
professional development activities
result in successful classroom
implementation. There is also a
process in place to determine the
value.added of $e# strateies and
processes" i.e." how the# impact
student achievement and related
orani7ational short. and lon. rane
oals.
'V()'*+', Professional Learning resources focus on items identified *y annual C7CT data in the !!P as weaknesses. The /cademic Coaches
have designed training initiatives for staff Professional Learning for the goal of *oosting student achievement. These resources include grade level
data teams, Professional Learning Communities, school wide training targeted *y the school in areas of weakness.
R'+/MM'*)AT(/*S,
The /cademic Coaches are presently developing a walk thru form to check for follow thru for learning o*4ectives for in professional development
initiatives. 8nce it has *een determined that a teacher is not following through with learning o*4ectives, the /cademic Coaches could plan to
redeliver an a**reviated professional learning session.
Page %% of &'
Professional Learning Standard 20 The processthe howof professional learning is aligned
with articulated goals and purposes, data-driven, research-based, evaluated to determine its
impact, aligned with adult learning theory, and collaborative in design and implementation.
P %.! &ollaborative 1nalysis of )ata
Not Addressed "mergent #perational
,
$ully #perational
Teachers and9or administrators
use personal e,periences or
opinions to determine student and
adult learning needs and goals.
Data is not collected and
analy2ed in monitoring school
and classroom improvement
strategies,
Teachers and8or administrators
wor$ in isolation or with limited
representation to review student
summative data and determine
student and adult learnin needs
and oals. Student and teacher
data is collected and anal#7ed at
the end of the #ear to monitor the
accomplishment of classroom and
school oals.
Teachers and administrators
collaborativel# anal#7e
disareated student learnin"
demoraphic" perception" and
process data to identif# student
and adult learnin needs and
oals. The# collect and anal#7e
relevant student and teacher data
at the beinnin and end of the
#ear to monitor and revise school
and classroom improvement
strateies. Accomplishments are
celebrated and results are
reularl# reported to famil# and
communit#.
Teachers and administrators
collaborativel# anal#7e
disareated student learnin"
demoraphic" perception" and
process data to identif# student and
adult learnin needs and oals.
The# continuousl# %minimum of 9
times a #ear& collect and anal#7e
relevant student and teacher data
%e.. action research" anal#7in
student wor$" classroom
observations" Awareness Wal$s"
and surve#s& to monitor and revise
school and classroom improvement
strateies. Accomplishments are
celebrated and results are reularl#
reported to famil# and communit#.
'V()'*+', Teachers and administration work colla*oratively to achieve a common understanding of standards, instruction, and assessment.
Throughout the :uarter, grade level teams colla*orate to plan for instruction and assessment identifying critical standards and working with their
teams to formulate instruction.
;rom data, administration is a*le to determine the student learning strengths and weaknesses deciding upon the staff goals for professional
learning. The staff professional learning is initiated with the goal of having this learning transfer into improvement of student achievement. The
results of *enchmark testing is shared annually on the school we*site.
R'+/MM'*)AT(/*S,
Page %& of &'
P %.% "valuating (mpact of Professional earning
Not Addressed "mergent #perational
,
$ully #perational
The principal and other leaders
develop and implement a plan for
evaluating teachers) reactions to
professional development events.
Teachers) contri*utions to the
evaluation are limited to
providing satisfaction ratings.
The
evaluation identifies changes in
teacher knowledge and skills as
a
result of participation, *ut it does
not evaluate changes in practice
or
impact on student learning.
The principal and other leaders
develop and implement a plan for
evaluatin professional
development events. Teachers
contribute to the evaluation b#
collectin and anal#7in
summative student learnin data.
The evaluation identifies chanes
in teacher $nowlede and s$ills as
a result of participation and #ear.
end student performance" but it
does not evaluate chane in
teacher practice.
The principal and other leaders
develop and implement a
comprehensive plan for
conductin onoin %formative
and summative for a one. to two.
#ear period& evaluation of the
impact of professional
development on teacher
practices and student learnin.
The evaluation also emphasi7es
chanes in school
culture" orani7ational
structures"
policies" and processes. Teachers
contribute to the evaluation b#
collectin and anal#7in relevant
student learnin and process
data.
The principal and other leaders
develop and implement a
comprehensive plan for
conductin onoin %both
formative and summative over a
three. to five.#ear period&
evaluation of the impact of
professional development on
teacher practices and student
learnin. 'valuation also
emphasi7es chanes in school
culture" orani7ational structures"
policies" and processes. Teachers
contribute to the evaluation b#
collectin and anal#7in a variet#
%student learnin" demoraphic"
perception" and process& of
relevant data. The plan specifies
the evaluation 3uestion%s&" data
sources" data collection
methodolo#" and data anal#sis
processes.
'V()'*+',
The effectiveness of the plan will be monitored in several wa#s. 'ach 3uarter common assessment data in the areas of math and writin is assessed.
Then" teacher instructional practices will be observed throuh classroom wal$throuhs and lesson plan reviews to determine evidence of collaborative
plannin" standards.based instruction" differentiation and the wor$shop model. 0enchmar$ testin are assessed: +R+T" and GA writin scores are
anal#7ed at the end of the school #ear. Teachers are as$ed to complete 3uarterl# evaluations reardin the professional development process.
R'+/MM'*)AT(/*S,
Page %' of &'
P %.' (nterpreting and 2sing /esearch /esults
Not Addressed "mergent
,
#perational $ully #perational
The principal and other leaders
review professional 4ournals that
summari2e research instead of
actual research or they do not
recogni2e a need for reading and
interpreting research when
making instructional decisions
regarding
professional development and
school improvement
approaches.
The principal and other leaders
review educational research. The#
create opportunities for a few"
select teachers to stud#
educational research. The# wor$
with them to conduct reviews of
research when ma$in
instructional decisions reardin
the adoption of professional
development and school
improvement approaches.
The principal and other leaders
demonstrate modest s$ills in
interpretin educational research
%validit# and reliabilit#" matchin
populations" and interpretin
effect.si7e measures&. The#
create opportunities for teachers
to learn to use educational
research. The# wor$ with them to
conduct extensive reviews of
research to ma$e informed
instructional decisions reardin
the adoption of professional
development and school
improvement approaches.
The principal and other leaders
demonstrate advanced s$ills in
determinin appropriate research
desin" interpretin research
results" and determinin whether
results can be enerali7ed. The#
ensure that teachers and
communit# members learn to use
educational research. The# wor$
with them to conduct extensive
reviews of research to ma$e
informed instructional decisions
reardin the adoption of
professional development and
school improvement approaches.
'V()'*+', With the chane in administration and support from Academic +oaches" teachers are bein iven the opportunities to learn research based
best practices for professional learnin throuh implementation of rade level data teams and !ob embedded learnin opportunities. The professional
learnin is uided b# data enerated in the School (mprovement Plan.
R'+/MM'*)AT(/*S, Administration and the Academic +oaches have done an exceptional !ob of chanin the academic culture in a short period of
time b# introducin man# new concepts that were previousl# not part of this environment. This has been met with some reluctance to chane b# some
staff that have been here for a lon time. (n view of this" ( feel the Administration and Academic +oaches are doin an ama7in !ob and need to simpl#
persist in this area in an attempt to ;win over< some of these reluctant teachers to these new practices.
Page %< of &'
P %. + ong-Term, (n-)epth Professional earning
Not Addressed "mergent
(
#perational $ully #perational
Teachers e,perience single, stand-
alone professional development
events that are typically large
group, workshop designs.
There is little if any evidence
of implementation or change in
practice in classrooms. =o
emphasis is given to
enhancing teachers) content
knowledge or understanding.
Teachers attend multiple
wor$shops on the same topic
throuhout the #ear to ain
information about new prorams
or practices. The# experiment
with the new practices alone and
infre3uentl# with limited school.
based support for implementation.
*o emphasis is iven to enhancin
teachers- content $nowlede or
understandin.
Teachers participate in lon.term
%two. to three.#ear period&" in.
depth professional learnin that
includes a variet# of appropriate
professional development
desins includin the use of
technolo#. The various desins
are alined with the intended
improvement outcomes. The#
include but are not limited to
follow.up support for
implementin new classroom
practices %e.." collaborative
lesson desin" professional
networ$s" anal#7in student
wor$" problem solvin sessions"
curriculum development"
coursewor$" action research" and
classroom observations&. Some
evidence is present of attention
to enhancin teachers- content
$nowlede.
Teachers participate in lon.term %two.
to three.#ear period&" in.depth
professional learnin that enaes
learnin teams in a variet# of
appropriate professional development
desins includin the use of
technolo#. The various desins are
alined with
the intended improvement outcomes.
The# include but are not limited to
extensive" follow.up support for
implementin new classroom practices
%e.." collaborative lesson desin"
professional networ$s" anal#7in
student wor$" problem solvin
sessions" curriculum development"
coursewor$" action research" and
coachin with feedbac$&. A ma!or
focus
of onoin professional development is
a commitment to maintainin and
updatin all teachers- $nowlede and
understandin of the content the# are
teachin and chanes occurrin in their
field%s&.
EVIDENCE:
The Academic Coaches are focused on school wide initiates and data driven areas of weakness to determine long range professional learning
needs. This long range professional learning incorporates research est practices and information from grade level teams in the design of the
learning o!ectives. "resentl# the# are collaorativel# anal#$ing student work% curriculum% lesson planning% and peer oservations. At this time%
walk thru forms are eing developed to assure that learning o!ectives are eing implemented into the classroom.
&EC'((ENDATI'N):
Assessment of the "rofessional *earning is the critical piece that needs additional work and attention. Development of a walk thru form to
determine if teachers are implementing an instructional strateg# is a good start. +owever% I think the Academic Coaches ma# need to have a wa#
to offer struggling teachers follow up training or mentoring. It seems that once teachers have finished a training% the# are on their own to
implement it.
Page %> of &'
P %., 1lignment of Professional earning with "xpected #utcomes
Not Addressed "mergent
,
#perational $ully #perational
The principal and other leaders
provide single, stand-alone
professional development
events that are typically large
group, workshops with no
e,pectations for implementation
of new classroom practices.
Generally,
activities are not aligned with
the school improvement plan or
related priorities.
The principal and other leaders
provide multiple wor$shops on
the same topic throuhout the
#ear. The# articulate the learnin
oal" but do not discuss
expectations for implementation.
Teachers receive limited school.
based support for implementin
the new classroom practices.
Activities are onl# enerall#
alined with the school
improvement plan or related
priorities.
The principal and other leaders alin
a variet# of professional development
desins with expected adult learnin
outcomes %e.." collaborative lesson
desin" professional networ$s"
anal#7in student wor$" problem
solvin sessions" curriculum
development" coursewor$" action
research" and coachin with feedbac$&.
The professional learnin is lon.term
%two.to.three #ear period& and in.
depth with extensive school.based
support for the implementation of
new practices. The# clearl#
communicate the expectations for
implementation b# providin rubrics
that describe the desired classroom
practices and communicate how those
practices connect to the school
improvement oals. Generall#"
activities are alined with ma!or
priorities within the school
improvement plan.
The principal and other leaders alin a
variet# of professional development
desins with expected adult learnin
outcomes %e.." collaborative lesson
desin" professional networ$s"
anal#7in student wor$" problem
solvin sessions" curriculum
development" coursewor$" action
research" and coachin with feedbac$&.
The# ensure that teams of teachers are
enaed in lon.term %two.to.three
#ear period&" in.depth professional
learnin with extensive school.based
support for the implementation of new
practices. The# clearl# communicate
the expectations for implementation
with collaborativel# developed rubrics
describin desired classroom practices
and communicate how those practices
connect to the school improvement
oals.
'V()'*+', Coaches are in place to help with implementation of the Professional Learning plan and assure that it aligns with the e,pected
outcomes as indicated in the !chool !trategic Plan #!!P$. The Professional Learning is aligned with professional development for the goal of
increasing student achievement as identified in the !!P. ?ecause the professional coaches are on staff, many activities are offered on an on-going
*asis to staff in addition to colla*orative grade level teams. These activities include, *ut are not limited to@
-5riter)s workshop instructional model
-Lucy Calkins) Anit of !tudy
-?raidy 5riting model for !5D
-Guided math instructional model
-Tutor hired for identified students and to support math instruction
R'+/MM'*)AT(/*S, This is a large staff no matter the longevity of staff, there will always *e someone leaving, and new staff to train. The
/cademic Coaches need to *e mindful of this fact and keep the purpose for staff trainings and outcomes consistent. "mplementation for new
instructional strategies not monitored as closely as they should *e, however, walk through forms are *eing developed that will help with this.
Page %B of &'
P %.. 3uilding &apacity to 2se /esearch /esults
Not Addressed "mergent
,
#perational $ully #perational
Professional development is
planned with no regard for
research a*out adult learning
needs and individual and
organi2ational change
processes. The sessions
provided include strategies that
do not mirror the
instructional strategies teachers
are e,pected to use with
students
#e.g., lecturing on in:uiry
method, covering material
instead of helping participants to
use and internali2e it$, and
sessions are the same for all
teachers regardless of their
career stage.
Professional development is
planned usin research about
adult learnin needs and how
individuals experience the chane
process. The professional
development sessions
demonstrate classroom practices
throuh videotapes and
simulations. The experiences
focus on procedural learnin .
;how to do it<. rather than on
developin deep understandin of
concepts and problem solvin
strateies. Some professional
development is speciali7ed for
new and mentor teachers.
Professional development is
planned usin research about
adult learnin needs and
individual and orani7ational
chane processes. The
professional development
sessions include modelin and
demonstrations of expected
classroom practices. The
experiences impact teachers-
depth of understandin enablin
them to use the new strateies
routinel#. Some professional
development is speciali7ed to
reflect career staes of new
teachers" mentor teachers" and
teacher leaders.
Professional development builds
the capacit# of the staff to use
research about adult learnin
needs and individual and
orani7ational chane processes
as the# implement new strateies.
Professional development
sessions consistentl# emplo# the
same instructional strateies that
are expected to be used in their
classrooms. The experiences
impact teachers- depth of
understandin enablin them to
solve problems and adapt new
strateies to classroom
circumstances. Professional
development is differentiated to
reflect career stae needs and
interests %e.." mentorin" leadin
learnin teams" coachin"
utili7in technolo#" and
curriculum development&.
'V()'*+', Professional Learning is research *ased and data driven. / significant portion of professional learning involves a workshop
modeling to staff so that they may take this information and implement it in their classroom environment. The information in staff development
sessions is from presenters who have a proven track record and proven successful data to stand on.
R'+/MM'*)AT(/*S, 5e need to provide an environment where e,perienced teachers can learn as well as novice teachers. Possi*ly /cademic
coaches could help to e,tend or enhance the training sessions so that e,perienced teachers would *enefit from the Professional Learning. /nother
possi*ility to *uild capacity might *e to have veteran teachers act as mentors to novice teachers *y sharing lesson plans and classroom e,periences
with instructional strategies.
Page %+ of &'
P %.4 5nowledge about "ffective 6roup Processes
Not Addressed
,
"mergent #perational $ully #perational
Teachers and administrators
lack knowledge a*out effective
group processes and9or work
alone,
disregarding collective
responsi*ility for student
learning.
Teachers and administrators have
$nowlede of staes of roup
development and effective
interaction s$ills" but lac$ s$ill in
roup process strateies needed
for productive collaborative wor$.
As a result" colleaues wor$ in
temporar# roups often
encounterin unresolved conflict
or frustration. Technolo# %e.."
email" chat rooms" and websites&
is used to support colleial
interactions.
Teachers and administrators have
$nowlede and s$ills reardin
roup processes %e.." roup
decision ma$in strateies" staes
of roup development" effective
interaction s$ills" and conflict
resolution& that are necessar# to
accomplish tas$s
and satisf# the interpersonal
expectations of the participants.
As a result" the school culture
is characteri7ed b# trust"
colleialit#" and collective
responsibilit# for student
learnin where colleaues wor$
collaborativel#. Technolo#
%e.." sub!ect area networ$s"
lesson sharin" seminars& is used
to
support colleial interactions.
Teachers and administrators have
$nowlede and s$ills to monitor
and improve roup processes %e.."
roup decision.ma$in strateies"
staes of roup development"
effective interaction s$ills" and
conflict resolution& that are
necessar# to accomplish tas$s and
satisf# the interpersonal
expectations of the participants. As
a result" the school culture is
characteri7ed b# trust" colleialit#"
and collective responsibilit# for
student learnin where colleaues
wor$ collaborativel# in established"
onoin learnin teams.
Technolo#
%e.." online discussions" web casts"
and seminars" educational blos"
listservs" downloadable resources&
is used to support colleial
interactions and to ensure effective
and sustained implementation.
'V()'*+', /s seen *y the resources offered on the school we*site, the school culture fosters a concern for its many disadvantaged students,
since it is a Title " school. The teachers colla*orate and share their resources on the school !-drive. The staff daily communication is with email.
/ll teachers have *logs, and most are current, and some are interactive with 5e* &.6 tools.
R'+/MM'*)AT(/*S, The school needs to consider usin 'dmodo and 0lac$board as a vehicle for academic collaboration. This would allow
teachers to share information about successful instructional strateies" as well as bein a place to store lare audio and video files where all staff had
access to them" or even a place to share lesson plans.
Page %1 of &'
Professional Learning Standard 3 , The contentthe whatof professional learning reinforces educators7
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.
P '.! &lassroom Practices /eflect an "motionally and Physically *afe earning "nvironment
Not Addressed "mergent #perational
,
$ully #perational
+lassroom practices reflect little
or no evidence of teachers-
trainin in understandin the
impact that attitudes reardin
race" disabilities" bac$round"
culture" hih expectations" and
social class of both students and
teachers have on the teachin
and learnin process.
+lassroom practices of some
teachers reflect evidence of
teachers- trainin in
understandin the impact that
attitudes reardin race"
disabilities" bac$round" culture"
hih expectations" and social class
of both students and teachers have
on the teachin and learnin
process.
+lassroom practices of most
teachers reflect s$ill in
communicatin hih expectations
for each student and ad!ustin
classroom activities to meet
student needs. Respect for
students- cultures and life
experiences is evident throuh
the emotionall# and ph#sicall#
safe learnin environment where
students of diverse bac$rounds
and experiences are tauht the
school code of conduct %customs&
to help them be successful in the
school context.
+lassroom practices %e.." considerin
interests" bac$rounds" strenths" and
preferences to provide meaninful"
relevant lessons and assess student
proress" differentiatin instruction"
and nurturin student capacit# for self.
manaement& of all teachers reflect an
emotionall# and ph#sicall# safe
environment where respect and
appreciation for a diverse population is
evident. There are hih achievement
expectations for all students and
teachers. The principal and other
leaders provide professional learnin
for teachers lac$in understandin of
the impact that attitudes reardin
race" disabilities" bac$round" culture"
hih expectations" and social class of
both students and teachers have on the
teachin and learnin process.
'V()'*+', This is a Title " school with a significant E!8L population. ;or this reason, the teachers seem more sensitive to the challenging
situations that students can *e coming from. /dditionally, they are helpful in easing students with this transition to school. There seems to *e a
respect and cele*ration for the various cultures represented in the school environment. =umerous resources are listed on the school we*site an
indication that the school wants to *e supportive to the home community respecting the cultural diversity represented here. There are a num*er of
special education classrooms in the school students with severe and profound physical disa*ilities are educated here. ?ecause these disa*ilities
are so visually evident and treated respectfully at school, it sensiti2es students to the impact of disa*ilities on the lives of children.
R'+/MM'*)AT(/*S,
Page %3 of &'
P '.% )eep 2nderstanding of *ub8ect 9atter and (nstructional *trategies
Not Addressed "mergent
,
#perational $ully #perational
Teachers demonstrate
superficial knowledge of
su*4ect matter and
mostly rely on te,t*ooks. They
primarily use lecture,
seatwork, and discussion as
instructional strategies and
paper-and-pencil tests for
assessment.
Teachers demonstrate breadth of
sub!ect matter" but the content
the# teach is often not alined
with re3uired learnin oals %e.."
GPS" district standards&. The#
ma# use some enain
instructional strateies and a
variet# of assessment strateies in
some contexts: however" most of
their instruction is presented in
traditional whole.roup" teacher.
centered fashion.
Teachers exhibit a deep
understandin of sub!ect matter"
use a variet# of appropriate
instructional strateies" and use
various assessment strateies to
monitor student proress toward
meetin riorous and re3uired
standards. The# plan
interdisciplinar# units with
colleaues and can articulate a
rationale for wh# specific
instructional strateies and
assessments are appropriate to
specific content or ob!ectives.
Teachers exhibit a deep
understandin of sub!ect matter:
differentiate instruction based on
needs" interests" and bac$rounds:
use a variet# of appropriate
instructional strateies: and use
various assessment strateies
%e.." constructed.response test
items" reflective assessments"
academic prompts" culminatin
performance tas$s and pro!ects"
interviews" rubrics" peer response
roups& to monitor student
proress toward meetin riorous
standards. The# plan
interdisciplinar# units with
colleaues and can articulate a
rationale for wh# specific
instructional strateies and
assessments are appropriate to
specific content or ob!ectives.
'V()'*+', Grade level teams meet wee$l# and plan interdisciplinar# level units %'S/= and sped are included&. Since these meetins are wee$l#" the teachers
have a rich appreciation for the needed resources and instructional strateies of these students who have additional lanuae needs or other special needs in
addition to their routine classroom accommodations or modifications. Teachers use a variet# of standard formative and summative assessments as well as
pro!ect based assessments to determine student-s performance levels.
R'+/MM'*)AT(/*S, >ormative and summative assessments are used to assess students- performance levels" but the# are not alwa#s used
consistentl#. Assessments need to be used more consistentl#.
Page &6 of &'
P '.' *ustained )evelopment of )eep 2nderstanding of &ontent and *trategies
Not Addressed "mergent
,
#perational $ully #perational
The principal and other leaders
encourae but do not re3uire
teachers to participate in district.
based professional development
opportunities to increase
$nowlede of content" research.
based instructional strateies"
and assessments.
There is minimal if an# evidence
of school.based professional
development to promote
student achievement. The#
create wor$ schedules that
result in teacher isolation and
individual practice.
The principal and other leaders
emphasi7e the importance of
teachers- deep understandin of
content $nowlede" research.
based instructional strateies" and
assessment strateies. The# create
wor$ schedules to support
colleial interaction and sharin
and encourae teachers to
participate in district.based
professional development focused
on content" pedao#" and
assessment.
The principal and other leaders
promote teachers- deep
understandin of content
$nowlede" research.based
instructional strateies" and
assessment strateies as a hih
priorit#. The# avoid lare.scale
trainins that ma# not address
the needs of all participants. The#
create wor$ schedules to support
colleial learnin and
differentiated professional
development focused on content"
pedao#" and assessment.
Teacher learnin time and
application of strateies and
assessments is closel# monitored.
The principal and other leaders
promote the sustained
development of teachers- deep
understandin of content
$nowlede" research.based
instructional strateies" and
assessment strateies. All
professional development
activities are purposeful and
alined with specific individual
and roup needs. The# create
wor$ schedules to support
ongoing" colleial learnin and
differentiated professional
development focused on content"
pedao#" and assessment.
Teacher learnin time and
application of strateies and
assessments is closel# monitored.
'V()'*+', With the chane in administration and the addition of the Academic +oaches" there has been a chane in the academic environment at this
school. These changes have led to a *etter understanding of the research *ased *est practices of instructional and an assessment strategy for the
staff as the leadership team has implemented changes throughout the school.
R'+/MM'*)AT(/*S, Allow for differentiate professional development: particularl# with veteran teachers. Provide novice teacher opportunit#
schedulin opportunities for peer observations" at the same rade level" or the same teachin discipline.
Page &% of &'
P '.+ Partnerships to *upport *tudent earning
Not Addressed "mergent x #perational $ully
#perational
There is no collaboration with
parents or the communit# in
developin activities to support
learnin. +ommunication throuh
onl# written correspondence is
limited to encourain parents to
attend school functions" #earl#
conferences" and performances.
There is a school committee to
focus on developin communit#
partnerships to support student
learnin. +ommunication throuh
written correspondence or phone is
about school prorams" student
proress" and
encourain attendance at school
functions" #earl# conferences"
and performances.
There is a committee that wor$s
with families and the communit#
throuh partnerships that develop
prorams to support student
learnin. Strateies are
implemented to increase famil#
involvement such as offerin
suestions about wa#s parents can
support student learnin at home and
communicatin with families about
school prorams and student
proress %e.." information about
report cards" radin practices"
student wor$" homewor$" and school
events& throuh a website" phone"
email" voice mail" and written
correspondence.
Partnerships amon teachers"
families" and the communit# are
maintained to develop prorams that
support learnin and enhance
student s$ills and talents. Strateies
are implemented to increase famil#
involvement such as providin
parent education wor$shops with
information on child development
and supportin student learnin at
home and communicatin with
families
about school prorams and
student proress %e.." information
about report cards" radin practices"
%student wor$" homewor$" and
school events& throuh an interactive
website"
phone" email" voice mail and
written correspondence.
'V()'*+', This is a Title % school its staff and administration is sensitive to the needs and challenges of the students and families. The staff has
designed an agreement of the we*site *etween the family, student, and teacher that all parties agree to work hard to do their *est and foster student
achievement. The family indicates it will support the student at home in educational pursuits. The student, indicate he or she can achieve success
through hard work. The school we*site has numerous resources to promote home school communication as well as social assistance programs.
7ecommendations@ /lthough there are a num*er of resources listed on the we*site to foster this home school communication, sometimes this
communication is 4ust easier if it is in the native language. !ome schools have a liaison in the school or an organi2ation that acts as an intermediary
helping to *ridge the information gap with non-native parents. /s these parents understand the information in their native language they feel
comforta*le and *egin to feel an integrated part of the system.
Page && of &'