Hallm - Gapss Part B

Matthew Hall
Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson
Fall 2014
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.
PL 1.1 Learning Teams
Not Addressed
Teachers do not participate in
learning teams or meet regularly to
plan for instruction.
Emergent
Operational
Some teachers in some

grade levels or subject
areas meet to plan for
instruction, but meetings
do not occur regularly and
the work is not aligned with
school improvement goals.
Most teachers meet

regularly in learning teams
to plan for instruction (e.g.,
develop lesson plans,
examine student work,
monitor student progress).
This collaborative work
would be enhanced by
clear alignment of group
expectations with the
Fully
Operational
All teachers participate in
learning teams throughout the
year and meet regularly to
plan for instruction (e.g.,
develop lesson plans, examine
student work, monitor student
progress). The collaborative
work is aligned with the school
improvement goals.
EVIDENCE: In the space below, provide detail evidence supporting your rating above
Teachers meet with their grade level on a regular basis (usually once a week, at least once a month) to
discuss lesson plans, student progress, and to review student data. The lead teacher from each grade
level also meets collaboratively with the Leadership Team monthly. This team representatives from all
areas of the school and administrators, to discuss the School Improvement Plan as well as goals set for
each grade level. They use the data collected to discuss any changes or new methods that need to be
addressed.
Page 1 of 19
Matthew Hall
Fall 2014
RECOMMENDATIONS:
PL 1.2 Learning Community

Not Addressed
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.
Emergent
Operational
There is some evidence

that the principal,
administrative team, or
related human resources
(e.g., leadership team,
coaches, central office)
support or reinforce the
creation and maintenance
of a learning community,
but additional support in
this area is needed.
Although administrators
have created structures for
meetings to occur, they
have failed to provide
teachers with professional
development related to the
collaboration process.
The principal,
administrative team, and
other human resources
periodically support the
creation and maintenance
of an effective learning
community to support
teacher and student
learning. In key aspects of
the school, these
individuals work
collaboratively to reinforce
collaborative forms of
professional development
and learning for staff
members. Although this
process is operational, it
would improve if greater
emphasis were given to
monitoring its impact on
school improvement goals
and student achievement.
Page 2 of 19
Fully
Operational
The principal, administrative
team and other human
resources consistently support
the creation and maintenance
of an effective learning
community to support teacher
and student learning. These
individuals work
collaboratively to reinforce
teachers skillful collaboration
(e.g., facilitation skills, conflict
resolution, and group
decision-making). They also
help to create structures to
support collegial learning and
implement incentive systems
to ensure collaborative work.
They monitor the impact of
these collaborative processes
on school improvement goals
and on student learning, and
participate with other
individuals and groups in the
operations of the learning
community.
Matthew Hall
Fall 2014
The administrative team works diligently and collaboratively with teachers to ensure student progress.
The principal and administrative team monitor student progress at all times. They also attend workshops,
trainings, and meetings to discuss student progress and school improvement goals. They continue to show
outstanding support for teachers and student learning. Ongoing supplemental assessments are given
throughout the year to determine the level of mastery of Common Core Georgia Performance Standards.
Building level administration review assessment results and make adjustments to instructional settings as
needed. Teachers review assessment data in grade/departmental meetings, therefore, a self-analysis of
effectiveness occurs. Principals also review assessment data and meet with teachers to address
performance concerns during a pre-conference, a mid-year evaluation, and a summative evaluation via
TKES.
PL 1.3 Instructional Leadership Development and Service
RECOMMENDATIONS:
Not Addressed
There are few if any opportunities

for teachers to participate in
instructional leadership
development experiences, serve in
instructional leadership roles, or
participate in supporting schoolbased professional learning.
Emergent
There are opportunities for
teachers to participate in
preparing for and serving
in instructional leadership
roles and contributing to
the school-based
professional learning plans.
However, the opportunities
are limited to a small
number of teachers.
Operational
There are many
opportunities for teachers
to serve in instructional
leadership roles and
develop as instructional
leaders. They are highly
engaged in planning,
supporting, and
communicating
professional learning in the
school. This would be
enhanced if there were
more opportunities for
instructional leadership
roles among various
personnel.
Fully
Operational
A variety of teachers take
advantage of opportunities to
participate in instructional
leadership development
experiences and serve in
instructional leadership roles
(e.g., instructional coach,
mentor, facilitator). They plan,
advocate for support of, and
articulate the benefits and
intended results of
professional learning.
While there are opportunities for teachers to participate in leadership roles, these opportunities are very
limited. Each grade level has one Lead Teacher who also serves on the Leadership Team. Some of these
teachers also serve on the District Leadership Team as well. These teams discuss the School Improvement
Plan and student data and find ways to help teachers meet the goals of the School Improvement Plan.
Professional learning could be enhanced if there were more leadership roles offered.
RECOMMENDATIONS:
Develop additional leadership roles such as instructional coach, mentors, instructional technology coach
Page 3 of 19
within WCES.
Matthew Hall
Fall 2014
PL 1.4 School Culture for Team Learning and Continuous Improvement

Not Addressed
There is little or no evidence of the
principal and other leaders
establishing ongoing team learning
with clearly articulated expectations
for professional learning.
Emergent
Operational
There is some evidence the

principal and other leaders
support a culture involving
ongoing team learning and
continuous improvement.
However, there is not a
clearly articulated plan for
professional learning for
teachers and
administrators.
There is general evidence

the principal and other
leaders support a culture
involving ongoing learning
and continuous
improvement through a
plan for professional
learning for teachers and
administrators. The
professional learning would
be enhanced by including a
variety of designs (e.g.,
lesson study, peer
observations, modeling,
instructional coaching,
collaborative teacher
meetings, etc.) constituting
high-quality professional
learning experiences.
Fully
Operational
The principal and other
leaders support a school
culture that reflects ongoing
team learning and continuous
improvement. The principal
and other leaders plan for
high-quality professional
learning, articulate intended
results of school-based
professional learning, and
participate in professional
learning to become more
effective instructional leaders.
Support of ongoing learning and improvement learning opportunities are evident, but are very limited.
Principals take data from the TKES and apply it to the learning needs of teachers and students. While the
teachers meet collaboratively with their grade level monthly, there is no instructional coach in the
Elementary School which would be very beneficial for the teachers.
RECOMMENDATIONS:
Provide additional school-based professional learning for teachers as well as principals and other leaders.
Page 4 of 19
Matthew Hall
Fall 2014
PL 1.5 Job-Embedded Learning and Collaboration

Not Addressed
Teachers spend little or no time
during the work-week learning and
collaborating with colleagues to
improve their use of curriculum,
assessment, instruction, and
technology.
Emergent
Operational
Some teachers spend a

small amount of time
during the work-week
collaborating with
colleagues. However, this
time is often focused on
non-curricular topics and
typically occurs after
school.
Most teachers spend time

during a workday each
week collaborating with
colleagues about
curriculum, assessment,
instruction and technology
use in the classroom. This
professional learning would
be enhanced by allocating
more time each week for
job-embedded learning
(e.g., lesson study, peerobservations, modeling,
instructional coaching,
teacher meetings).
Fully
Operational
Teachers spend a significant
part of their work-week in jobembedded learning and
collaboration with colleagues
addressing curriculum,
assessment, instruction, and
technology. They receive
sufficient support resources
(e.g., materials, time, training)
and assist with securing
additional resources
necessary (e.g., funding, time,
technology) to sustain their
learning. (NSDC Standards
recommend that formal and
informal job-embedded
learning take place during at
least 25% of educators
professional time. Such time
can be devoted to lesson
study, peer observations and
coaching, modeling,
conferencing, teacher
meetings, mentoring.)
Classroom observations and peer reflection opportunities are ongoing throughout the school year. Building
level administrators conduct formal evaluations using the new Teacher Keys Effectiveness System (TKES).
Teachers also participate in focus walks, peer observations, grade/departmental level meetings, and
leadership team meetings to reflect on effectiveness in the classroom with their colleagues.
RECOMMENDATIONS:
Page 5 of 19
Matthew Hall
Fall 2014
PL 1.6 Resources Support Job-Embedded Professional Learning

Not Addressed
Resources are not allocated for jobembedded 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.
Emergent
Operational
Some resources are

allocated for professional
learning. However, much of
the professional learning is
conducted primarily after
school and is not aligned
with the high-priority
There is limited
devoted to helping
teachers use technology to
enhance student learning.
Most resources for

professional learning are
allocated for the identified
high-priority school
improvement goals.
However, providing more
job-embedded learning
opportunities and
would enhance teachers
use of technology to
support student learning.
In other cases, these forms
of professional
development need to be
more ongoing and
sustained to ensure actual
classroom implementation
of training strategies and
processes.
Fully
Operational
Resources are allocated to
support job-embedded
professional learning that is
aligned with high-priority
school improvement goals and
technology supporting student
learning. There is sustained
commitment to ensuring that
these professional
development activities result
in successful classroom
implementation. There is also
a process in place to
determine the value-added of
key strategies and processes,
i.e., how they impact student
achievement and related
organizational short- and longrange goals.
Pedagogical content knowledge is assessed through a weekly review of lesson plans by the building level
administrators, ongoing observations, and student achievement data. Teachers exhibiting poor planning
or poor achievement data are provided guidance via professional learning opportunities by building and
central office administration. Guidance is provided on lesson plans and data walls provide a visual
reminder of achievement goals within the school and system. Specific written plans are provided in the
form of a professional development plan when inadequate performance continues.
RECOMMENDATIONS:
Page 6 of 19
Professional
Learning Standard 2: Part
The
processthe
howof
professional
Matthew Hall
B GAPSS
Review - ITEC 7460,
Dr. Cuby-Richardson
Fall 2014 learning is
aligned with articulated goals and purposes, data-driven, research-based,

evaluated to determine its impact, aligned with adult learning theory, and
collaborative inPL
design
and implementation.
2.2 Evaluating
Impact of Professional Learning
Not Addressed
Not Addressed
PL 2.1Emergent
Collaborative Analysis
of Data
Operational
Emergent
Operational
Fully
Operational
Fully
The principal and other leaders

The principal
and other
Operational
develop and implement a plan for leaders develop and
leaders develop and
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and administrators
Teachers
and/or
administrators
and/or
Teachers
andaadministrators
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implement
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collaboratively
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personal
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or
opinions
administrators
work
in
collaboratively
analyze
professional development events.
evaluating professional
plan for conducting ongoing plan for conducting
disaggregated
student
to Teachers
determinecontributions
student and adult
isolation
or withevents.
limited
disaggregated
student
to the
development
(formative and
summative
(both formative and
learning,
demographic,
learning
needsareand
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limited
providing
Teachers contribute
to the
for a oneto two-year
summative
over a three- to
perception,
and
process
data
notsatisfaction
collected and
analyzed
student
summative
data
and
perception,
and
process
ratings.
The in
evaluation by collecting and
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five-year period)
evaluation
to
identify
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and
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impact
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of the impact of professional
learning needs and goals.
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strategies,
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and
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Pedagogical content knowledge is assessed through a weekly review of lesson plans
by theprocesses.
building level
analysis
administrators, ongoing observations, and student achievement data. Classroom observations and peer
reflection
opportunities
are ongoing
thesupporting
school year.
level
EVIDENCE:
In the space below,
provide throughout
detail evidence
yourBuilding
rating above
administrators conduct
formal
evaluations
using the new
Teacher
Keyswith
Effectiveness
System
(TKES).
Teachersconcerns
also participate
Principals
review assessment
data
and meet
teachers to
address
performance
during ain
prefocus
walks,
peer
observations,
grade/departmental
level
meetings,
and
leadership
team
(school
and
conference, a mid-year evaluation, and a summative evaluation via TKES. Classroom observations and
disctrict
level) meetings
to reflect
effectiveness
in the
with
their colleagues.
peer reflection
opportunities
are on
ongoing
throughout
theclassroom
school year.
Building
level administrators
Teachers
byevaluations
grade level using
monthly
discuss
progress
monitoring data
in student
conductmeet
formal
theto
new
Teacher
Keys Effectiveness
System
(TKES).reading skills. This
data is used to determine weaknesses to target as well as to set classroom and grade level goals.
RECOMMENDATIONS:
More collaboration among grade levels could possibly
Pagehelp
7 of 19 in revising and improving classroom strategies.
Matthew Hall
RECOMMENDATIONS:
Page 8 of 19
Fall 2014
Matthew Hall
Fall 2014
PL 2.3 Interpreting and Using Research Results

Not Addressed
review professional journals that
summarize research instead of
actual research or they do not
recognize a need for reading and
interpreting research when
making instructional decisions
regarding professional
development and school
improvement approaches.
Emergent
Operational

leaders review educational
research. They create
opportunities for a few,
select teachers to study
educational research. They
work with them to conduct
reviews of research when
making instructional
decisions regarding the
adoption of professional

leaders demonstrate
modest skills in interpreting
educational research
(validity and reliability,
matching populations, and
interpreting effect-size
measures). They create
opportunities for teachers to
learn to use educational
research. They work with
them to conduct extensive
reviews of research to make
informed instructional
decisions regarding the
adoption of professional
Fully
Operational
leaders demonstrate
advanced skills in
determining appropriate
research design, interpreting
research results, and
determining whether results
can be generalized. They
ensure that teachers and
community members learn
to use educational research.
They work with them to
conduct extensive reviews of
research to make informed
instructional decisions
regarding the adoption of
and school improvement
approaches.
administrators, ongoing observations, and student achievement data. Teachers exhibiting poor planning
or poor achievement data are provided guidance via professional learning opportunities by building and
central office administration. Guidance is provided on lesson plans and data walls provide a visual
reminder of achievement goals within the school and system. Specific written plans are provided in the
form of a professional development plan when inadequate performance continues.
RECOMMENDATIONS:
Page 9 of 19
Matthew Hall
Fall 2014
PL 2. 4 Long-Term, In-Depth Professional Learning

Not Addressed
Teachers experience single, standalone professional development
events that are typically large
group, workshop designs. There
is little if any evidence of
implementation or change in
practice in classrooms. No
emphasis is given to enhancing
teachers content knowledge or
understanding.
Emergent
Operational
Teachers attend multiple

workshops on the same topic
throughout the year to gain
information about new
programs or practices. They
experiment with the new
practices alone and
infrequently with limited
school-based support for
implementation. No
emphasis is given to
enhancing teachers content
knowledge or understanding.
Teachers participate in longterm (two- to three-year

period), in-depth
professional learning that
includes a variety of
appropriate professional
development designs
including the use of
technology. The various
designs are aligned with the
intended improvement
outcomes. They include but
are not limited to follow-up
support for implementing
new classroom practices
(e.g., collaborative lesson
design, professional
networks, analyzing student
work, problem solving
sessions, curriculum
development, coursework,
action research, and
classroom observations).
Some evidence is present of
attention to enhancing
teachers content
knowledge.
Fully
Operational
Teachers participate in long-term
(two- to three-year period), indepth professional learning that
engages learning teams in a
variety of appropriate
designs including the use of
technology. The various designs
are aligned with the intended
improvement outcomes. They
include but are not limited to
extensive, follow-up support for
implementing new classroom
practices (e.g., collaborative
lesson design, professional
work, problem solving sessions,
curriculum development,
coursework, action research, and
coaching with feedback). A major
focus of ongoing professional
development is a commitment to
maintaining and updating all
teachers knowledge and
understanding of the content
they are teaching and changes
occurring in their field(s).
Ongoing supplemental assessments are given throughout the year to determine the level of mastery of
Common Core Georgia Performance Standards. Building level administration review assessment results
and make adjustments to instructional settings as needed. Teachers review assessment data in
grade/departmental meetings, therefore, a self-analysis of effectiveness occurs.
Page 10 of 19
Matthew Hall
RECOMMENDATIONS:
Page 11 of 19
Fall 2014
Matthew Hall
Fall 2014
PL 2.5 Alignment of Professional Learning with Expected Outcomes

Not Addressed
provide single, stand-alone
professional development events
that are typically large group,
workshops with no expectations
for implementation of new
classroom practices. Generally,
activities are not aligned with the
school improvement plan or
related priorities.
Emergent
Operational

leaders provide multiple
workshops on the same topic
throughout the year. They
articulate the learning goal,
but do not discuss
expectations for
implementation. Teachers
receive limited school-based
support for implementing the
new classroom practices.
Activities are only generally
aligned with the school
improvement plan or related
priorities.

align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
coursework, action research,
and coaching with feedback).
The professional learning is
long-term (two-to-three year
period) and in-depth with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation by providing
rubrics that describe the desired
classroom practices and
communicate how those
practices connect to the school
improvement goals. Generally,
activities are aligned with major
priorities within the school
improvement plan.
Fully
Operational
align a variety of professional
development designs with
expected adult learning
outcomes (e.g., collaborative
coursework, action research, and
coaching with feedback). They
ensure that teams of teachers
are engaged in long-term (twoto-three year period), in-depth
professional learning with
extensive school-based support
for the implementation of new
practices. They clearly
communicate the expectations
for implementation with
collaboratively developed rubrics
describing desired classroom
practices and communicate how
those practices connect to the
Our school system is in an on-going cycle of continuous school improvement. Both school specific and
district level improvement plans address professional learning needs. School improvement plans are
reviewed a minimum of four times annually (at once each nine weeks). Changes to financial resources are
considered by the school and district level leadership teams and adjustments are made as needed to meet
the needs of teachers. Most recently additional professional learning dollars were allocated for the
development and revision of SLO's since TKES is now a state-wide requirement for all districts.
Page 12 of 19
Matthew Hall
RECOMMENDATIONS:
Page 13 of 19
Fall 2014
Matthew Hall
Fall 2014
PL 2.6 Building Capacity to Use Research Results

Not Addressed
Professional development is
planned with no regard for
research about adult learning
needs and individual and
organizational change processes.
The sessions provided include
strategies that do not mirror the
instructional strategies teachers
are expected to use with students
(e.g., lecturing on inquiry method,
covering material instead of
helping participants to use and
internalize it), and sessions are the
same for all teachers regardless of
their career stage.
Emergent
Operational
planned using research
about adult learning needs
and how individuals
experience the change
process. The professional
development sessions
demonstrate classroom
practices through videotapes
and simulations. The
experiences focus on
procedural learning -how to
do it- rather than on
developing deep
understanding of concepts
and problem solving
strategies. Some professional
development is specialized
for new and mentor
teachers.
planned using research
about adult learning needs
and individual and
organizational change
processes. The professional
development sessions
include modeling and
demonstrations of expected
classroom practices. The
experiences impact
teachers depth of
understanding enabling
them to use the new
strategies routinely. Some
professional development is
specialized to reflect career
stages of new teachers,
mentor teachers, and
teacher leaders.
Page 14 of 19
Fully
Operational
Professional development
builds the capacity of the
staff to use research about
adult learning needs and
individual and organizational
change processes as they
implement new strategies.
Professional development
sessions consistently employ
the same instructional
strategies that are expected
to be used in their
classrooms. The experiences
impact teachers depth of
understanding enabling
them to solve problems and
adapt new strategies to
classroom circumstances.
differentiated to reflect
career stage needs and
interests (e.g., mentoring,
leading learning teams,
coaching, utilizing
technology, and curriculum
development).
Matthew Hall
Fall 2014
Professional learning dollars have been set aside to train and monitor teachers using the TLE platform, the
electronic platform for TKES. School improvement grants also fund partial salaries for two school level
technology specialists who mostly work on hardware components but provide training on new technology
equipment purchased by the school system. Funds specifically earmarked for professional learning/staff
development are allocated based on a needs assessment completed by school staff. Guidance is provided
on lesson plans and data walls provide a visual reminder of achievement goals within the school and
system. Specific written plans are provided in the form of a professional development plan when
inadequate performance continues.
RECOMMENDATIONS:
Page 15 of 19
Matthew Hall
Fall 2014
PL 2.7 Knowledge about Effective Group Processes

Not Addressed
Teachers and administrators lack
knowledge about effective group
processes and/or work alone,
disregarding collective
responsibility for student learning.
Emergent
Operational
Teachers and administrators

have knowledge of stages of
group development and
effective interaction skills,
but lack skill in group process
strategies needed for
productive collaborative
work. As a result, colleagues
work in temporary groups
often encountering
unresolved conflict or
frustration. Technology (e.g.,
email, chat rooms, and
websites) is used to support
collegial interactions.

have knowledge and skills
regarding group processes
(e.g., group decision making
strategies, stages of group
development, effective
interaction skills, and
conflict resolution) that are
necessary to accomplish
tasks and satisfy the
interpersonal expectations
of the participants. As a
result, the school culture is
characterized by trust,
collegiality, and collective
responsibility for student
learning where colleagues
work collaboratively.
Technology (e.g., subject
area networks, lesson
sharing, seminars) is used
to support collegial
interactions.
Page 16 of 19
Fully
Operational
have knowledge and skills to
monitor and improve group
processes (e.g., group
decision-making strategies,
stages of group development,
effective interaction skills, and
conflict resolution) that are
necessary to accomplish tasks
and satisfy the interpersonal
expectations of the
participants. As a result, the
school culture is characterized
by trust, collegiality, and
collective responsibility for
student learning where
colleagues work
collaboratively in established,
ongoing learning teams.
Technology (e.g., online
discussions, web casts, and
seminars, educational blogs,
listservs, downloadable
resources) is used to support
collegial interactions and to
ensure effective and sustained
implementation.
Matthew Hall
Fall 2014
Teachers review assessment data in grade/departmental meetings, therefore, a self-analysis of
effectiveness occurs. Principals also review assessment data and meet with teachers to address
performance concerns during a pre-conference, a mid-year evaluation, and a summative evaluation via
TKES. Classroom observations and peer reflection opportunities are ongoing throughout the school year.
Building level administrators conduct formal evaluations using the new Teacher Keys Effectiveness System
(TKES). Teachers also participate in focus walks, peer observations, grade/departmental level meetings,
and leadership team meetings to reflect on effectiveness in the classroom with their colleagues.
administrators, ongoing observations, and student achievement data.
RECOMMENDATIONS:
Each classroom practice reflects an emotionally and physically safe learning environment. Teachers are
provided with professional learning opportunities if they lack understanding. Teacher Preparation and
Ability to Meet Diverse Needs of Students is measured. Retention of Highly Qualified and Effective
Teachers is measured. Recruitment and Placement of Highly Qualified, Effective Teachers is monitored.
RECOMMENDATIONS:
Teachers use various assessment strategies to monitor students progress. These include Benchmarks,
formative and summative assessments, projects, peer response. Teachers work together to plan according
to the data collected from the assessment strategies. Classroom observations and peer reflection
opportunities are ongoing throughout the school year. Teachers also participate in focus walks, peer
observations, grade/departmental level meetings, and leadership team meetings to reflect on
effectiveness in the classroom with their colleagues.
RECOMMENDATIONS:
Page 17 of 19
Matthew Hall
Fall 2014
The Wilcox County School System uses student achievement gains on state standardized tests and
supplemental assessments, classroom observations via TKES, teacher reflection using TKES selfassessments, pedagogical content knowledge, student and parent perceptions via survey data, and
teacher perceptions of working conditions to measure effectiveness and to determine if instructional
strategies are needed. Achievement data from state standardized tests is evaluated each summer to
determine class placement and strategies for remediation. Pedagogical content knowledge is assessed
through a weekly review of lesson plans by the building level administrators, ongoing observations, and
student achievement data.
RECOMMENDATIONS:
PL 3.4 Partnerships to Support Student Learning

Not Addressed
Emergent
Operational
Page 18 of 19
Fully
Operational
Matthew Hall
There is no collaboration
with parents or the
community in developing
activities to support
learning. Communication
through only written
correspondence is limited to
encouraging parents to
attend school functions,
yearly conferences, and
performances.

There is a school committee There is a committee that
to focus on developing
works with families and the
community partnerships to
community through
support student learning.
partnerships that develop
Communication through
programs to support student
written correspondence or
learning. Strategies are
phone is about school
implemented to increase
programs, student progress, family involvement such as
and encouraging
offering suggestions about
attendance at school
ways parents can support
functions, yearly
student learning at home and
conferences, and
communicating with families
performances.
about school programs and
student progress (e.g.,
information about report
cards, grading practices,
student work, homework,
and school events) through a
website, phone, email, voice
mail, and written
correspondence.
Fall 2014
Partnerships among
teachers, families, and the
community are maintained
to develop programs that
support learning and
enhance student skills and
talents. Strategies are
implemented to increase
family involvement such as
providing parent education
workshops with information
on child development and
supporting student learning
at home and communicating
with families about school
programs and student
progress (e.g., information
about report cards, grading
practices, (student work,
homework, and school
events) through an
interactive website, phone,
email, voice mail and written
correspondence.
Student, parent, and teacher perceptions are measured through the use of surveys, formal and informal
conversations, school council meetings, and parent workshops. Feedback obtained from all stakeholders is
reviewed and issues regarding teacher effectiveness is addressed if validated by building administration.
Parent involvement opportunities are provided through-out the year through Family Reading Night,
student progress, school events, phone, email, etc.
RECOMMENDATIONS:
Page 19 of 19

Hallm - Gapss Part B

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Hallm - Gapss Part B

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Matthew Hall

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

Professional Learning Standard 1: The context of professional learning--the who,

when, why and wherecontributes to the development and quality of

Some teachers in some

Most teachers meet

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 1.2 Learning Community

There is some evidence

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 1.3 Instructional Leadership Development and Service

There are few if any opportunities

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 1.4 School Culture for Team Learning and Continuous Improvement

There is some evidence the

There is general evidence

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 1.5 Job-Embedded Learning and Collaboration

Some teachers spend a

Most teachers spend time

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 1.6 Resources Support Job-Embedded Professional Learning

Some resources are

Most resources for

aligned with articulated goals and purposes, data-driven, research-based,

The principal and other leaders

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 2.3 Interpreting and Using Research Results

The principal and other

The principal and other

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 2. 4 Long-Term, In-Depth Professional Learning

Teachers attend multiple

Teachers participate in longterm (two- to three-year

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 2.5 Alignment of Professional Learning with Expected Outcomes

The principal and other

The principal and other leaders

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 2.6 Building Capacity to Use Research Results

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 2.7 Knowledge about Effective Group Processes

Teachers and administrators

Teachers and administrators

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

PL 3.4 Partnerships to Support Student Learning

Part B GAPSS Review - ITEC 7460, Dr. Cuby-Richardson

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