GAPSS PART A

Professional Learning Current Reality

Jamie B. Nicholson
Kennesaw State University

GAPSS PART A

2
Professional Learning Current Reality

The first step in understanding the current reality of the professional learning
environment at Mountain View Elementary was to read through the School Strategic Plan. This
plan is done at the beginning of every school year and so the one referenced in this paper will be
for the 2014 2015 school year. Increase student proficiency in the area of mathematics,
increase student proficiency in the area of writing, provide structures and opportunities for
collaborative planning, (MVE:SSP, 2014) are the desired results written in the SSP. From these
desired results also comes the formative indicators, the professional learning, and who is
responsible for all of it. These are the areas that were expected to have technology incorporated
into them. Accomplish the desired results: continued implementation of Number Talks, use of
flexible grouping during Guided Math, implement Units of Study in writing, use of goal setting
for each grade level within the data team process, use of SFDS funds to provide teachers with
four half day common planning days, and mandatory team meetings including weekly common
planning, data teams (MVE:SSP, 2014). But what is mentioned, does not include technology.
This is where the interview begins to fill in the blanks.
The interview was conducted with the school principal, Dr. Renee Gariss in regards to the
professional learning community at Mountain View Elementary. More specifically, the interview
questions revolved around the role of technology at the school and its role in professional
learning. In the rest of this paper will be more specifics about the questions asked and the
responses received from the principal and how they relate to the School Strategic Plan as well.
Interview with School Principal
The amount of time to conduct the interview was short, so it began right away. What is
the vision for the use of technology in your school? What are the schools intents for how

GAPSS PART A

teachers and students will use technology in the teaching and learning process? A: We expect
all of our teachers to incorporate technology as much as possible into their lessons. Whether it be
using the SMART board, PowerPoint, or Prezi. Also getting the kids engaged using technology
so it is interactive and engaging. This is the technology age, you have to get those kids hooked.
This is no longer the lecturing age, (Dr. Gariss, Interview, August 29, 2014). The school also
has a full time computer lab teacher, netbook carts, and iPad carts per grade level. So with the
expectation of the administration being that teachers use interactive technology and there are
several resources to help them do so, the professional learning could easily be shifted towards a
technology focus.
Further in the interview it was asked, What types of technology-related professional
learning have been offered at your school within the last year? A: iPad training was offered
because of the new addition of iPads carts to 5th grade last year by the instructional technologist
for the county. And she will be returning to do further training and model lessons because of 3
new iPad carts that are going to 3rd, 4th, and Target classrooms. The instructional technologist is
also available to come out whenever needed to assist with technology use in the classroom, (Dr.
Gariss, Interview, August 29, 2014). A school-wide technology focus has not been established at
Mountain View and that is clear from the SSP and the interview response. However, they are
taking necessary steps towards assisting teachers with the resources available to them at the
school.
The principal later stated that this year the professional learning was not aligned with any
technology this year because the feel of the school was that the teachers were up and running
well with technology. The interview finished with the question: How is the impact of
professional learning on teacher practice and student learning evaluated? In other words, how do

GAPSS PART A

you know whether the professional learning is translated into practice? How do you know if the
professional learning improves student learning? In response this is what Dr. Gariss had to say,
During my classroom walkthroughs, whether it is formal or informal, we can see what is going
on. If during this time we see that a professional learning goal is not being implemented
correctly, we will setup a one-on-one conversation with that teacher. But if there is a great
majority of teachers not implementing correctly it will be discussed in a staff meeting. Stepping
back, assessing, and then reteaching, (Dr. Gariss, Interview, August 29, 2014). With the
information gathered from the interview and the SSP, there is obvious confidence in the staff
from administration to be implementing technology into lessons on a daily basis. Resources are
available in the form of digital tools and instructional technology coach support. The goals this
year at Mountain View may not include technology, but technology is not being ignored by any
means.

GAPSS PART A

5
References

Mountain View Elementary School Strategic Plan. (2014). Retrieved from

http://www.cobbk12.org/MtView/MVES_SSP_2014_2015.pdf