Professional Learning Current Reality and GAPSS Review

Thao Tran
ITEC 7460: PL & Technology Innovation
Kennesaw State University

Part A. Professional Learning Current Reality

Vision
Martin Technology Academy of Math and Science (MTA) is a K-5 elementary school located in Flowery Branch, Georgia.
MTA was granted charter status in 2010. As the schools vision grew, the decision of being a magnet school was a better fit for the
schools community. It transitioned from a charter school to a magnet school in 2015. The school is in the process of getting STEM
certification.
Currently, MTA does not have an abundance amount of technology. There are six student laptops in each classroom, a projector
that wirelessly projects from the teachers laptop, two shared iPads per grade level, and two laptop carts that can be checked out.
Hopefully with the increase in technology and more funding, one of MTAs school goals is to increase the use technology and
effectively live up to its name. Mrs. Tamara Etterling, principal of MTA, states, Technology should be used to produce and create
things, not just as consumers. We also use technology as a cognitive tool to help deliver powerful lessons (T. Etterling, personal
interview, February, 2016). Mrs. Etterling further explains that teachers can use these tools to expose and engage students in ways that
were impossible when she became principal 8 years ago. She further comments that teachers and administrators are always
collaborating and encouraging higher-order thinking using technology. At MTA, technology is continually evolving and expanding.
The use of technology effectively will maximize instructional time, increase motivation, and prepare students for the real world.

Needs Assessment
Administrators at MTA provide professional learning that are data driven and centered around the vision and mission, which is
the STEM initiative. By adopting the STEM philosophy, Science, Technology, Engineering, and Mathematics all play an integral part

in the teaching of the whole. The science, engineering, and mathematics fields are made complete by the technology component that
provides a creative and innovative way to problem solve and apply what has been learned.
Martin Technology Academy has worked diligently to create a common language among teachers for what STEM integration
will look like in their classrooms. In 2014, MTA decided to pursue Georgia State STEM Certification. An initial visit was made from
the state and provided with a rubric to complete prior to the final visit, and certification. MTA teachers have participated in a Science
Endorsement cohort, adopted a school-wide Engineering Design Process (EDP), started writing standards based STEM Focus Problems
at each grade level, and founded a STEM steering committee. The current goal is to invite the state back for another review in Spring
2016.
Mrs. Etterling also chooses specific professional learning opportunities based on the self-reflection of teachers TKES. She
provides teachers opportunities to receive training, peer-observe, and conference with teachers in teams and individually. Teachers feel
very supported with the opportunities given to meet the needs of students in their class.

Professional Learning
The majority of professional learning at MTA is collaborative. Mrs. Etterling believes that one teacher going to a conference is
not nearly effective as a group who focuses in on a discussion and a learning lab environment. Every grade level has a professional
learning lead teacher that has the agenda beforehand. Once a week, teachers meet during a planning period to discuss the agenda. The
agenda aligns with the 45-day Action Plan and varies quarterly. In the first 45-day Action Plan, the focus of professional learning was
on Number Talks to build math fluency. Teachers were then paired up with another teacher to observe and give feedback on a Number
Talks lesson. On the second 45-Day Action Plan, professional learning focused on creating STEM Focus Problems to align with the
STEM initiative. MTAs STEM Focus Problems are standards-based challenges that take students through the entire engineering

design process. Students makes the connection that the standards they are learning in all subjects will be skills they need to master in
order to be successful in completing the challenge at the end of the unit. Once all the necessary standards have been mastered, the
student will engage in solving the Focus Problem through the use of the Engineering Design Process.
MTA does not have an instructional reading or math coach. There are several coaches that work for the district and one is
assigned for a group of schools to share. Recently, our shared reading coach provided a professional learning in close reading. She met
with the same grade level from two schools. The first meeting, everyone gathered in the conference room to talk about what close
reading is. The second meeting, she modeled a lesson in a teachers classroom. The third meting, teachers were grouped to plan a
close reading lesson. For the fourth meeting, teachers had to opportunity to co-teach a close reading lesson. Afterwards, teachers met
as a group. To conclude the close reading professional learning, everyone was brought back to the conference room to reflect. For the
third 45-day Action Plan, teachers at MTA were to observe and give feedback on one of their peers close reading lesson and vice versa.
The school uses a design, delivery, and feedback process for implementation and follows through on any professional learning.
Teachers give peers feedback using a common language to sharpen and implement teaching skills. The follow-up strategy allows
teachers to practice the new strategies without feeling pressured or scrutinized because everyone was learning together.
Professional development with technology is frequently available through the schools Instructional Technology Specialist and
the Media Specialist. They often come to professional learning sessions to provide resources and offer group or individualized
coaching in the classroom. In the past, MTA has offered technology professional learning in the usage of Google Docs, blogs, and
Canvas- a district shared community of resources.

Align to School Improvement Plan

The schools improvement plan is based upon the districts plan and all professional learning is based on these goals. There are
33 schools in the district and each has its own charter/magnet program. The districts plan is to use data to dramatically turn around the
academic achievement of students, and persistently lowest-achieving schools through the successful implementation of school
intervention models. The district provides schools with a full-time shared instructional reading and an instructional math coach. The
coaches provide new teachers with teacher support and offers professional learning on and off campus. At MTA, the district has also
guided the school in investing Title money to purchase technology to enhance teaching practices.

Funding and Incentives

MTA has Title II funds that help support professional learning as well as creative scheduling that does not need additional
funding. Teachers attend professional learning once a week during a planning period. The planning period takes place when students
are in exploratory classes. Teachers are always encouraged to attend other conferences and learning opportunities that they believe
may benefit the classroom or the school. It is an expectation from the beginning that each member is collaborative and will contribute
to growth. Recently, a science endorsement was offered with a stipend, but MTA usually does not offer an incentive because the staff
is highly motivated and driven by internal factors of improvement.

Diversity
MTA is a Title II school with 60% of students on free or reduced lunch. The surrounding area has a lower level of poverty than
the states average. The vision of MTA was built on the needs of its students. It is a school where all children are treated as gifted and
teachers build on their talents by engaging best teaching practices with integrating problem solving and technology. All members of

the school community support one another and collaborate to achieve that vision. The staff at MTA receives extensive training on
differentiation. The school provides support through mentors and professional learning. Teachers also meet to plan collaboratively to
meet to needs of all learners. Non-homeroom such as SPED, ELL, exploratory teachers, and support staff are used frequently to help
with differentiating classroom activities for students.

Collaboration
In the past, MTA has had multi-grade level professional learning communities that have worked on best practices and meet the
school improvement plan. This year, there are grade level collaborative teams. A member of each team attends a monthly meeting
after-school to represent their grade level and discuss the goals of that committee. The committees are: SIT, Wellness & Social,
Media, RTI, and STEM. Below is a chart of the tasks of each committee and their relationship to the school improvement plan:

Committee

Task

SIT

*establish/maintain STEM partnerships

*monitor 45 day action plan
*facilitate school-wide decisions/processes
*communicate about student led conferences

Wellness &
Social

Wellness*plan/implement staff wellness activities

*plan on-going wellness activities for students and teachers
*Organize, and communicate for Strong4Life program
*oversee food policy
*plan field day
Social*plan staff parties
*assist PTO in fostering staff morale

Media

*create a year long and summer reading campaign

*plan Seussebration/reading night to promote reading stamina
*provide input for media purchases and instruction
*provide guidance for media policies

RTI

*provide guidance for RTI processes

*review RTI files

STEM

*research partners
*establish/maintain STEM partnerships
*plan science and technology fair

Evaluation
There are 45-Day Action Plans that are used to break down the goals for the year. Teachers are given the Action Plans prior to
beginning of the 45-day period. Professional learning provides time for teachers to plan and collaborate on the goals and is always
followed through with discussion and peer observations. Mrs. Etterling states that the school uses the data from assessments to see if
the professional learning was effective and student achievement have increased.
The use of TKES for walkthroughs and formal observations is the primary evaluation method for the principal and assistant
principal to evaluate teachers and whether or not professional learning has been effective. The administrators have an open-door policy
where teachers are always welcome to come speak to them about any needs or concerns. After looking over the regression of data for
my RTI students in the beginning of the year, I contacted my administrators for help. The administrators provided me with another
staff member to help with interventions. They also spoke with my RTI committee lead to assist in looking over my RTI files. MTA
believes evaluating the data of students and then communicating the results will create a learning environment that meets specific needs
of all learners. The school strives to develop professional learning and evaluations based on student needs.

GeorgiaSchoolPerformanceStandards
PART B. GAPSS Review

PROFESSIONALLEARNING
Themeansbywhichteachers,administrators,andotherstaffacquire,enhance,andrefinetheknowledge,skills,practices,and
dispositionsnecessarytocreateandsupporthighlevelsoflearningforallstudents
ProfessionalLearningStandard1:Alignsprofessionallearningwithneedsidentifiedthroughanalysisofavarietyofdata
Level4
Exemplary
Professionallearningneedsare
identifiedanddifferentiated
throughacollaborativeanalysis
processusingavarietyofdata
(e.g.,studentachievementdata,
examinationofstudentwork,
processdata,teacherandleader
effectivenessdata,action
researchdata,perceptiondata
fromstudents,staff,and
families).Ongoingsupportis
providedthroughdifferentiated
professionallearning.

Level3
Operational
Professionallearningneedsare
identifiedthrougha
collaborativeanalysisprocess
usingavarietyofdata(e.g.,
studentachievementdata,
examinationofstudentwork,
processdata,teacherandleader
effectivenessdata,action
researchdata,perceptiondata
fromstudents,staff,and
families).

Level2
Emerging
Professionallearningneedsare
identifiedusinglimitedsources
ofdata.

Level1
NotEvident
Professionallearningneedsare
identifiedusinglittleorno
data.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above

There are professional learning for unit assessments and grade level meetings where work and data are discussed. Results of
standardized scores are told to faculty from the county level. Within the school, DRA, EIP, and ELL scores are analyzed. Included in
the 45-day Action Plan, there is an evaluation system in place to evaluate, design, and improve instruction.
RECOMMENDATIONS: The majority of teachers analyze the data of their classrooms. A plan with rubrics should be in place to look
GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
at student work and have consistencies in grading.

ProfessionalLearningStandard2:Establishesacultureofcollaborationamongadministratorsandstafftoenhanceindividualand
collectiveperformance
Level4
Exemplary
Administratorsandstaff,asa
foundationalpractice,
consistentlycollaborateto
supportleadershipandpersonal
accountabilityandtoenhance
individualandcollective
performance(e.g.,construct
knowledge,acquireskills,
refinepractice,provide
feedback).
Teachersconductaction
researchandassumeownership
ofprofessionallearning
processes.

Level3
Operational
Administratorsandstaff
routinelycollaborateto
improveindividualand
collectiveperformance(e.g.,
constructknowledge,acquire
skills,refinepractice,provide
feedback).

Level2
Emerging
Administratorsandstaff
routinelycollaborateto
improveindividualand
collectiveperformance(e.g.,
constructknowledge,acquire
skills,refinepractice,provide
feedback).

Level1
NotEvident
Administratorsandstaff
routinelycollaborateto
improveindividualand
collectiveperformance(e.g.,
constructknowledge,acquire
skills,refinepractice,provide
feedback).

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
All certified staff members participate in Professional Learning Groups on a weekly basis. Within the groups are members from
various grade levels throughout the building, allowing for vertical planning and discussion that strengthens our understanding of
where students are and where they are going in the next grade level. Each grade level utilizes their common planning time to examine
student work and provide feedback for student learning and teacher instruction.

RECOMMENDATIONS: Integrating content areas and skills with other disciplines.

GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards

GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
ProfessionalLearningStandard3:Definesexpectationsforimplementingprofessionallearning
Level4
Exemplary
Administrators,teacherleaders,
orbothconsistentlydefine
expectationsforthe
implementationofprofessional
learning,includingdetails
regardingthestagesof
implementationandhow
monitoringwilloccuras
implementationprogresses.

Level3
Operational
Administrators,teacherleaders,
orbothregularlydefine
expectationsforthe
implementationofprofessional
learning.

Level2
Emerging
Administrators,teacherleaders,
orbothoccasionallydefine
expectationsforthe
implementationofprofessional
learning.

Level1
NotEvident
Administrators,teacherleaders,
orbothrarely,ifever,define
expectationsforthe
implementationofprofessional
learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
There is a communication plan and artifacts that show two-way communication to staff and stakeholders. The artifacts are submitted
via TKES platform. The school has an action plan every 45 days, and this plan is continuous throughout the school year. The action
plan drives professional learning, faculty meetings, and leadership meetings. It is also shared with other stakeholders in the school.
RECOMMENDATIONS: Work to make stakeholder representation implemented with fidelity and gather a broader range of data to
help identify goals for the action plans.

GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
ProfessionalLearningStandard4:Usesmultipleprofessionallearningdesignstosupportthevariouslearningneedsofthestaff
Level4
Exemplary
Staffmembersactively
participateinjobembedded
professionallearningthat
engagescollaborativeteamsin
avarietyofappropriate
learningdesigns(e.g.,
collaborativelessonstudy,
analysisofstudentwork,
problemsolvingsessions,
curriculumdevelopment,
coursework,actionresearch,
classroomobservations,online
networks).Professional
learningincludesextensive
followupwithdescriptive
feedbackandcoaching.

Level3
Operational
Staffmembersactively
participateinprofessional
learning,mostofwhichisjob
embedded,whichincludes
multipledesigns(e.g.,
collaborativelessonstudy,
analysisofstudentwork,
problemsolvingsessions,
curriculumdevelopment,
coursework,actionresearch,
classroomobservations,online
networks)tosupporttheir
variouslearningneeds.
Professionallearningincludes
followupwithfeedbackand
coaching.

Level2
Emerging
Somestaffmembersare
engagedinprofessional
learningthatmakesuseof
morethanonelearningdesign
toaddresstheiridentified
needs.

Level1
NotEvident
Staffmembersreceivesingle,
standaloneprofessional
learningeventsthatare
informationalandmostlylarge
grouppresentationdesigns.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Title II money is available to occasionally send staff members to professional learning conferences and then presenting the
information at a staff meeting. The district provides a shared reading and math coach that provides learning labs and workshops for
professional learning. Teachers have partners to observe and give feedback on professional learning lessons.
RECOMMENDATIONS: Provide more opportunities for collaboration and vertical alignment.

GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
ProfessionalLearningStandard5:Allocatesresourcesandestablishessystemstosupportandsustaineffectiveprofessionallearning
Level4
Exemplary
Extensiveresources(e.g.,
substituteteachers,materials,
handouts,tools,stipends,
facilitators,technology)and
systems(e.g.,conducive
schedules,adequate
collaborativetime,model
classrooms)areallocatedto
supportandsustaineffective
professionallearning.
Opportunitiestopracticeskills,
receivefollowup,feedback,
andcoachingareprovidedto
supporttheeffectivenessof
professionallearning.

Level3
Operational
Adequateresources(e.g.,
substituteteachers,materials,
handouts,tools,stipends,
facilitators,technology)and
systems(e.g.,conducive
schedules,adequate
collaborativetime,model
classrooms)areinplaceto
supportandsustain
professionallearning.

Level2
Emerging
Someresourcesandsystems
areallocatedtosupportand
sustainprofessionallearning.

Level1
NotEvident
Few,ifany,resourcesand
systemsareprovidedtosupport
andsustainprofessional
learning.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Substitutes and conducive schedules are provided for learning lab professional learning times, e.g. close reading. There are opportunities
for the instructional coach to provide modeling and time is allotted for teachers to practice and receive feedback.
RECOMMENDATIONS: Allow more time for all grade levels to collaborate vertically after learning labs.

GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
ProfessionalLearningStandard6:Monitorsandevaluatestheimpactofprofessionallearningonstaffpracticesandstudent
learning
Level4
Exemplary
Monitoringandevaluatingthe
impactofprofessionallearning
onstaffpracticesandincreases
instudentlearningoccurs
extensively.Evaluationresults
areusedtoidentifyand
implementprocessestoextend
studentlearning.

Level3
Operational
Monitoringandevaluatingthe
impactofprofessionallearning
onstaffpracticesandstudent
learningoccursroutinely.

Level2
Emerging
Monitoringandevaluatingthe
impactofprofessionallearning
onstaffpracticesoccurs
sporadically.

Level1
NotEvident
Monitoringandevaluatingthe
impactofprofessionallearning
onstaffpracticesoccursrarely,
ifever.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
Specific professional learning opportunities are chosen based on the self-reflection of teachers TKES and school improvement plan.
Administrators provides teachers opportunities to receive training, peer-observe, conference with teachers in teams, and individually.
RECOMMENDATIONS: Evaluation results should be discussed more in meetings and drive future professional learning.

GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
KSUITECProfessionalLearningStandard:Professionallearningreinforceseducatorsunderstandinganduseofstrategiesfor
promotingequityandhighexpectationsforallstudents,applicationofresearchbasedteachingstrategiesandassessmentprocesses,
andinvolvementoffamiliesandotherstakeholdersinpromotingstudentlearning.
Level4
Exemplary
Classroom practices (e.g.,
considering interests,
backgrounds, strengths, and
preferences to provide
meaningful, relevant lessons
and assess student progress,
differentiating instruction, and
nurturing student capacity for
self-management) of all
teachers reflect an
emotionally and physically
safe environment where
respect and appreciation for a
diverse population is evident.
There are high achievement
expectations for all students
and teachers. The principal
and other leaders provide
professional learning for
teachers lacking
understanding of the impact
that attitudes regarding race,
disabilities, background,
culture, high expectations,
and social class of both
students and teachers have
on the teaching and learning
process.

Level3
Operational
Classroom practices of
most teachers reflect skill
in communicating high
expectations for each
student and adjusting
classroom activities to
meet student needs.
Respect for students
cultures and life
experiences is evident
through the emotionally
and physically safe
learning environment
where students of diverse
backgrounds and
experiences are taught
the school code of
conduct (customs) to help
them be successful in the
school context.

Level2
Emerging
Classroom practices of
some
teachers reflect evidence
of teachers training in
understanding the impact
that attitudes regarding
race, disabilities,
background, culture, high
expectations, and social
class of both students and
teachers have on the
teaching and learning
process.

Level1
NotEvident
Classroompracticesreflect
littleornoevidenceof
teacherstrainingin
understandingtheimpactthat
attitudesregardingrace,
disabilities,background,
culture,highexpectations,and
socialclassofbothstudents
andteachershaveonthe
teachingandlearningprocess.

EVIDENCE: In the space below, provide detailed evidence supporting your rating above
The demographic of the students in the school is very diverse, however, the staff members are not. Students feel respected and
challenged. There are agreements with school community agencies for student-family support, social classes, and services (e.g.
bullying, character education).
GeorgiaDepartmentofEducation
April2015

GeorgiaSchoolPerformanceStandards
RECOMMENDATIONS: There is no professional learning for teachers lacking understanding of different
backgrounds. A recommendation is providing a professional learning on teaching students with different
backgrounds.

GeorgiaDepartmentofEducation
April2015