GSAPS Part B

Carla C. Garcia

Kennesaw State University

June 26, 2016

Ms. Jordan P. Cameron

 Georgia School Performance Standards
PROFESSIONAL LEARNING
The means by which teachers, administrators, and other staff acquire, enhance, and refine the knowledge, skills, practices, and
dispositions necessary to create and support high levels of learning for all students

Professional Learning Standard 1: Aligns professional learning with needs identified through analysis of a variety of data

Level 4 Level 3 Level 2 Level 1

Exemplary
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.
Operational Emerging Not Evident
Professional learning needs are Professional learning needs are Professional learning needs are
identified through a identified using limited sources identified using little or no
collaborative analysis process 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
The Lovett School does a great job at identifying professional needs based on continuous communication among teachers,
technology department, and administrators. The collaboration among technology specialists and grade level teachers allow these
professionals to work together in projects that are in alignment with the curriculum. The new 4th and 5th laptop liaisons have
regular meeting with the tech specialists to evaluate technology implementation and student performance. Data is collected and
evaluated to make necessary changes to improve, modify the tech plan in place.

RECOMMENDATIONS: A broader data collection could be implemented regarding the work of resource teachers (language, music,
science, and art) to compare strategies and approaches used both in the base classroom and the other subjects taught at the school.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 2: Establishes a culture of collaboration among administrators and staff to enhance individual and
collective performance

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident
Administrators and staff, as a Administrators and staff Administrators and staff Administrators and staff
foundational practice, routinely collaborate to routinely collaborate to routinely collaborate to
consistently collaborate to improve individual and improve individual and improve individual and
support leadership and personal collective performance (e.g., collective performance (e.g., collective performance (e.g.,
accountability and to enhance construct knowledge, acquire construct knowledge, acquire construct knowledge, acquire
individual and collective skills, refine practice, provide skills, refine practice, provide skills, refine practice, provide
performance (e.g., construct feedback). feedback). feedback).
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
Administrators offer opportunities for growth by sending their department heads as well as adm. representatives to conferences
that are relevant in the alignment with current needs (ex: ASCD conference in Backward Design curriculum). In addition,
administration and staff share highlights of professional development workshops and conferences in small group faculty meetings.
Teachers must write proposals to attend specific conferences each year and explain the reasons why these professional learning
experiences are beneficial to the school.
The Director of Curriculum Development is actively engaged in innovative projects across grade levels offering support and her
expertise to maximize student engagement and learning.

RECOMMENDATIONS: The school administration could monitor the FED (Faculty Educational Development) 3 year program more
closely and offer feedback along the way. Being more involved with each teachers goals could open doors for other teacher
connections (besides the peer partnership) and potential cross-level collaboration among teachers.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 3: Defines expectations for implementing professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary
Administrators, teacher leaders,
or both consistently define
expectations for the
implementation of professional
learning, including details
regarding the stages of
implementation and how
monitoring will occur as
implementation progresses.
Operational
Administrators, teacher leaders,
or both regularly define
expectations for the
implementation of professional
learning.
Emerging
Administrators, teacher leaders,
or both occasionally define
expectations for the
implementation of professional
learning.
Not Evident
Administrators, teacher leaders,
or both rarely, if ever, define
expectations for the
implementation of professional
learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
The school offers flexible and multiple means for monitoring implementation progress as with the new acquired Learning
Management System-Haiku and the ongoing informal workshops to make sure teachers get familiarized with it and are ready to use
it next school year. The technology specialists are required to offer sessions throughout the year to share the latest trends in
technology education.

RECOMMENDATIONS: Administrators should encourage the few teachers that resist using technology in their classroom by
connecting them to the technology specialists through small group talks or through specific successful examples of what a
partnership with them can accomplish. Perhaps the new role of instructional coach starting in the fall can also help bridge this gap.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 4: Uses multiple professional learning designs to support the various learning needs of the staff

Level 4 Level 3 Level 2 Level 1

Exemplary
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.
Operational Emerging Not Evident
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 large-
multiple designs (e.g., to address their identified group presentation designs.
collaborative lesson study, needs.
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
The FED programs along with in-house study groups provide educators with opportunities to explore other areas such as PBL and
Design Thinking. These studies are usually supported and overseen by the tech department and members of the administration.
Each beginning of a school year, some of these groups are invited to present in the whole school faculty gathering, their findings and
experience as an inspirations for others to pursue new horizons.

RECOMMENDATIONS: A closer look could benefit teachers regarding collaborative opportunities and project evaluation. I believe
the instructional coach role that will be introduced this fall might release some of the responsibilities from the Director of
Curriculum Development and support finding of new connections, successful project steps, and differentiation opportunities.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 5: Allocates resources and establishes systems to support and sustain effective professional learning

Level 4 Level 3 Level 2 Level 1

Exemplary
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.
Operational Emerging Not Evident
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 support
handouts, tools, stipends, sustain professional learning. and sustain professional
facilitators, technology) and 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
The school is equipped with the latest technology. From I-pad/laptop carts, and robots to 3D and laser printers. In addition, each
class has an interactive board. The school recently approved a summer grant for the group of teachers that visited Ecuador in
developing a program to attract more 5th graders using the recently purchased 360 camera used during the trip.

RECOMMENDATIONS: Elevate the interest of teachers that resist technology intervention by developing dialogues that logistically
will support their interest in getting on board.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Professional Learning Standard 6: Monitors and evaluates the impact of professional learning on staff practices and student
learning

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident
Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the Monitoring and evaluating the
impact of professional learning impact of professional learning impact of professional learning impact of professional learning
on staff practices and increases on staff practices and student on staff practices occurs on staff practices occurs rarely,
in student learning occurs learning occurs routinely. sporadically. if ever.
extensively. Evaluation results
are used to identify and
implement processes to extend
student learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
The Director of Curriculum Development gets other members of the administration involved in successful professional
development stories that are reflected in excellence in student performance. Technology specialists also support staff practices and
implementation of new strategies suggested by teachers.

RECOMMENDATIONS: Extend the evaluation process across all grade levels and identify opportunities for partnerships and
collaboration, especially among teachers that claim not to have extra time to develop new and prosperous professional
relationships. Additional support could be also offered in the reflection phase of innovative approaches.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
KSU ITEC Professional Learning Standard: Professional learning reinforces educators understanding and use of strategies for
promoting equity and high expectations for all students, application of research-based teaching strategies and assessment processes,
and involvement of families and other stakeholders in promoting student learning.

Level 4 Level 3 Level 2 Level 1

Exemplary Operational Emerging Not Evident
Classroom practices (e.g., Classroom practices of most Classroom practices of some Classroom practices reflect
considering interests, backgrounds, teachers reflect skill in teachers reflect evidence of little or no evidence of
strengths, and preferences to
communicating high teachers training in teachers training in
provide meaningful, relevant
lessons and assess student
expectations for each student understanding the impact that understanding the impact that
progress, differentiating and adjusting classroom attitudes regarding race, attitudes regarding race,
instruction, and nurturing student activities to meet student disabilities, background, disabilities, background,
capacity for self-management) of all needs. Respect for students culture, high expectations, and culture, high expectations, and
teachers reflect an emotionally and cultures and life experiences is social class of both students social class of both students
physically safe environment where evident through the and teachers have on the
respect and appreciation for a
and teachers have on the
emotionally and physically teaching and learning process. teaching and learning process.
diverse population is evident.
There are high achievement safe learning environment
expectations for all students and where students of diverse
teachers. The principal and other backgrounds and experiences
leaders provide professional are taught the school code of
learning for teachers lacking conduct (customs) to help
understanding of the impact that them be successful in the
attitudes regarding race,
school context.
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
The Lovett School does a wonderful job at sustaining and putting to practice its Vision for Learning statement. Despite only about
20% of students enrolled are from color, the school promotes learning based on developing servant global leaders through
empathy, leadership, and appreciation for diversity. The school is actively engaged in community service projects including some
overseas in Ecuador. Therefore, students have multiple opportunities to make a positive impact in local communities, as well as,
internationally.

RECOMMENDATIONS: The school could reevaluate its efforts to recruit more students of color or members of biracial families.

Georgia Department of Education

April 2015
 Georgia School Performance Standards
Previous participation on local school fairs has raised interest among the Hispanic community specially since the school
communicated its financial plan options. However, improvement can still be done in this area.

Georgia Department of Education

April 2015